Jul 2026· International Journal for Educational Integrity· Vol 22· 0 citations· 41 references
TL;DR
A transformative journey from fear and resistance to collaborative innovation is revealed, demonstrating that AI integration, when scaffolded by inclusive design, ethical literacy, and practical application, can enhance faculty agency, curriculum responsiveness, and student engagement.
Abstract
As artificial intelligence (AI) technologies increasingly permeate educational spaces, the need for structured and reflective faculty development becomes critical. This study presents a comprehensive case study of a six-week faculty institute designed to support higher education instructors in thoughtfully integrating AI into their pedagogical practices. Framed by Universal Design for Learning (UDL), Bloom’s Taxonomy, and design thinking methodologies, the institute explored the tensions between innovation and academic integrity while promoting inclusive, critical adoption of AI tools. Drawing on session materials, pre/post surveys, participant reflections, and capstone projects from ten interdisciplinary faculty members, this paper examines the experiences and evolving mindsets of educators navigating AI integration. The findings reveal a transformative journey from fear and resistance to collaborative innovation, demonstrating that AI integration, when scaffolded by inclusive design, ethical literacy, and practical application, can enhance faculty agency, curriculum responsiveness, and student engagement. The study identifies four key themes: shifting from fear to curiosity, the desire for ethical clarity, inclusive design as an equity amplifier, and the evolution of faculty from gatekeepers to guides. However, significant challenges persist around policy clarity, institutional support structures, and AI’s perceived legitimacy in teaching and learning. This case study contributes to emerging scholarship on faculty AI literacy and offers a replicable model for sustainable professional development design in a rapidly evolving technological landscape. The research provides practical implications for institutions seeking to bridge the divide between administrative enthusiasm and faculty skepticism, ultimately arguing that AI in higher education transcends fashion or fantasy to become a reality demanding thoughtful pedagogical engagement. Clinical trial number Not applicable.
This study explored how a higher education educator experienced and made sense of generative artificial intelligence (GenAI) within teaching, peer collaboration, and assessment practices. Using an Interpretative Phenomenological Analysis (IPA) research design, the study focused on a single participant, who is a curriculum leader and instructor at a private European university undergoing rapid shifts in GenAI policy and practice. Data were collected through a semi-structured interview and participant pre-account and analyzed using IPA’s idiographic and interpretative procedures. Findings identified three superordinate themes, including divergent peer adoption of GenAI, pedagogical adaptation and uncertainty, and assessment ambiguity. These illustrate GenAI as an ongoing disruption that reshapes collegial dynamics, teaching approaches, and conceptions of learning and authorship. While GenAI supports accessibility and content simplification, it also raises concerns about student dependency and academic integrity, prompting a shift toward evaluating students’ critical engagement with AI outputs. Interpreted through Mezirow’s transformative learning theory, GenAI emerges as a sustained disorienting dilemma, producing gradual, relational, and ongoing perspective transformation in higher education practice. Future research should extend this work beyond a single-case design to include comparative and longitudinal studies across disciplines and institutions, further examine GenAI-informed assessment models, and the extent to which existing theoretical frameworks capture the relational and evolving nature of AI-mediated educational change.
Karen K. Fujii, N. Perez· IAFOR Journal of Education· 0 citations
At a time of increasing digital transformation and a global shift in policy regarding the integration of artificial intelligence (AI) into the education sector, it is essential to comprehend the engagement of faculty with new technologies to build equitable, future-ready learning systems. This study set in the interpretative qualitative paradigm explores the perception and experience of augmented minds through the integration of AI and AR within the pedagogical practices of the faculty members of private university of Punjab, Pakistan. The study will achieve the desired aims through 50 in-depth semi-structured interviews of the faculty members belonging to different academic disciplines. Thematic analysis consisting of the six-step framework of Braun & Clarke will be utilized to analyse data. Research shows that there is widespread optimism regarding the pedagogical potential of AI and AR in particular, enhancing student engagement, visualizing complex concepts, personalized learning paths, and collaborative knowledge construction. According to the participants of the study, through the use of immersive AR and adaptable AI systems, more interactive, learner-centered environments can be created in alignment with constructivist principles. Significant institutional and contextual barriers were also identified, such as constraints in technological infrastructure; limited specialized professional development; and academic integrity, cognitive dependence, and equity of access concerns. Faculty members also expressed concern about the changing nature of their work in AI classrooms. This research provides context-specific insights into “Augmented Minds”, thereby enriching the global discourse on educational innovation in a developing country context. It shows that technology enhancement and faculty empowerment may be possible with continued institutional support. The findings are directly useful to educational policymakers, curriculum developers, and university administrators interested in integrating AI/AR-enhanced teaching frameworks in various higher education environments.
Jogy Jose, Dr. Adnan Mohammad Bataineh, Kashif Ali et al.· Frontiers in Computer Scienc...· 0 citations
First-year university students’ perceptions of generative AI in academic work are investigated, foregrounding student agency in a Global South context and offering pedagogical and policy implications for responsible AI adoption.
Sharifuzzaman, M. Rahman· Asian Journal of Contemporar...· 0 citations
Sustainable progress in Education 5.0 requires policymakers, educators, and technologists to adopt an integrated approach that treats ethical AI governance and evolving competency development as co-constitutive rather than ancillary concerns.
Felix Tersoo Gbaeren· INTERNATIONAL JOURNAL OF SOC...· 0 citations
The study explores the paradigm shift in education brought about by the introduction of generative artificial intelligence (AI) tools, focusing on educational stakeholders’ self-reported perceptions rather than observed changes in teaching or learning outcomes. We consider stakeholders’ views on AI-based technologies within the teaching–learning process. The current study uses a cross-sectional empirical survey design with a sample of N = 917 respondents, including teachers, students, administrators, and management. It examines the use of advanced AI technologies such as ChatGPT, Gemini, DeepSeek, and Grok, and stakeholders’ perceived connection between digital skills and classroom performance, student motivation, and critical thinking. We also discuss the ethical dilemmas and structural challenges that accompany this digital change. Inferential statistics, such as One-Way ANOVA and the Pearson Chi-Square test, show statistically significant differences in perceptions and regulatory expectations across organizational responsibilities. The findings contribute to understanding how advanced digitalization is perceived to reshape traditional academic roles, offering practical insights for creating effective, responsible, and sustainable teaching practices.
This article investigates how secondary teachers in two Australian independent schools engaged with generative AI (GenAI) tools to support teaching and learning. Using a qualitative case study methodology and the Technology Acceptance Model (TAM) as a sensitising framework, the study examines teachers’ perceptions of usefulness, ease of use, and the challenges they encountered. Over three months, teachers participated in professional learning groups supported by university-led workshops and peer collaboration. The findings show that teachers’ adoption of GenAI was not simply determined by tool availability or perceived efficiency. Rather, teachers’ perceptions of usefulness and ease of use developed through cycles of experimentation, prompt refinement, peer sharing, and ethical reflection. The study contributes a contextually grounded interpretation of TAM by showing how collaborative professional learning shaped teachers’ movement from initial experimentation towards more purposeful pedagogical integration. The findings suggest the value of considering how perceptions of usefulness and ease of use may develop over time through sustained engagement with GenAI.
D. Maher, Keith Heggart, A. Shibani et al.· Education sciences· 0 citations