Aug 2026· International journal of computer information systems and industrial management applications· 0 citations
TL;DR
The research seeks to examine faculty perceptions about the use of AI tools and their ethical preparedness for their application in higher education focusing on academic integrity, data privacy, transparency, bias, responsibility and the responsible use of AI-generated content.
Abstract
In the education sector, AI is reshaping the education landscape in numerous ways, such as in the way students learn, the way they are taught, the way grades are awarded, the way research is conducted and the way academic administration is managed. However, the effective use of AI will not only need to be technically available and useful, it will take moral readiness from faculty who utilize, evaluate and oversee these new and emerging technologies. The research seeks to examine faculty perceptions about the use of AI tools and their ethical preparedness for their application in higher education focusing on academic integrity, data privacy, transparency, bias, responsibility and the responsible use of AI-generated content. The research explores faculty attitudes and perceptions towards opportunities and challenges and the institutional, professional and ethical implications that shape faculty attitudes on the introduction of AI in higher education. Faculty perspectives have been included as teachers play a key role in setting boundaries on how AI can be used, and in educating students about responsible digital use. The study also looks at the impact of institutional policies; Faculty development; Professional ethics and institutional support, on faculty confidence and preparedness. The outcomes will likely offer suggestions on the significance of merging technological progress with human skills, academic principles and ethics. The study calls for a shift in the design, and in the use of AI, in the Higher Education sector from focusing on technology to a more holistic approach that prioritizes transparency, accountability, inclusiveness and human oversight. Continued training and training faculty in ethical literacy can help create a more trustworthy and sustainable academic environment with AI.
This study explores perceptions and practices of AI ethics among higher education students at Banaras Hindu University, using the AI and Ethics Perception Scale (AEPS) dimensions, including transparency, accountability, privacy, fairness, and human oversight, as a conceptual framework.
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.
John C. Chick, L. Morello, Stephanie Staffey· International Journal for Ed...· 0 citations
This conceptual paper synthesizes insights from ten institutional cases across global contexts and draws on five theoretical foundations, Diffusion of Innovation, the Technology Acceptance Model, Self-Determination Theory, Social Learning Theory, and Academic Integrity frameworks, to propose a process model of AI adoption and use in higher education.
Nayyer Naseem, Maureen Leary, Johnson C. Smith University· 1 citation
The study highlights the need for ethical training, policies, and clear guidelines to ensure responsible use of GAI, promoting innovation while safeguarding academic values.
H. Albadi· International journal of com...· 0 citations
UNESCO adopted the term OER, short for Open Educational Resources, in 2002 to refer to learning, teaching, and research materials that are freely accessible or licensed for use. A remarkable rise in the use of OER was noticed during the COVID-19 pandemic, which compelled higher education institutions worldwide to select OER as one of the solutions for enhancing continuity of learning and securing equal educational opportunities. Yet not all faculty embraced the use of OER. This inconsistency may be attributed to faculty members' perceptions of their value and usability, as well as the difficulties they face when using these resources. This study investigates how Awareness impacts OER engagement among faculty at Mohammed Jaber Al Ansari College for Teachers. A quantitative research design employing Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to analyse data from thirty faculty members. Three constructs were examined for their direct and indirect effects, namely Awareness, Willingness, and Challenges. The main findings show that Awareness significantly enhances Willingness to adopt OER (p = 0.005) but also increases perceived Challenges (p = 0.012). In contrast, Willingness demonstrates a significant negative effect on Challenges (p = 0.034), suggesting that motivational readiness may attenuate the barriers that awareness brings to the surface. The indirect effect of Awareness on Challenges through Willingness was negative in direction but did not reach statistical significance (p = 0.099), indicating that the mediating role of Willingness warrants further examination in larger-scale designs. Based on these findings, the study recommends that institutions establish structured awareness programmes, learning laboratories, and workshops addressing both the technical and pedagogical dimensions of OER adoption. This research contributes to the literature on OER adoption in higher education and emphasises faculty and institutional agency in overcoming barriers and embracing OER as a driver of pedagogical innovation.
Samir Farhat· Journal of Curriculum and Te...· 0 citations
: The research examines how artificial intelligence (AI) is used in business education by studying how educators perceive AI and how it influences their teaching methods and student participation and how it creates both challenges and possibilities for educational institutions. Data collection at Pangasinan State University utilized a mixed-method approach which included surveys and semi-structured interviews and focus group discussions and document analysis. Most educators have moderate AI knowledge according to the findings but they need specific training because of their low confidence in using AI. AI implementation improved teaching methods and student engagement because it used personalized learning and interactive educational tools. The main challenges for institutions stemmed from ethical dilemmas and digital access disparities and their respective institutional readiness levels. Educational institutions need to build professional development programs and educational technology infrastructure and create methods that support all students in order to make AI an educational tool in business studies. Institutions that implement AI technology gain a competitive advantage because it helps them create their educational identity and modernize their institutional appeal.
Josephine Diadid-Reyes· Proceedings of the 1st Inter...· 0 citations
