Exploring the Relationship Between Attitudes, Self-Efficacy Beliefs and Adoption of Gen AI Among Academics in Higher Education

Generative artificial intelligence (Gen AI) is transforming higher education by enhancing learning, content creation, and classroom engagement. However, despite its potential, faculty adoption remains limited due to concerns around academic integrity, lack of confidence, and resistance to change.

This research project explores the psychological and behavioural barriers to Gen AI adoption among faculty at ICMS. Grounded in self-efficacy theory, the study aims to understand and address perceived faculty “fear” of Gen AI, with the goal of fostering greater confidence and motivation to integrate these tools into teaching and assessment.

Using a mixed-methods approach, the project utilises focus group interviews and surveys to benchmark current attitudes and behaviours. Findings will inform targeted interventions and professional development programs designed to support faculty in adopting Gen AI effectively. Dissemination of research outcomes is expected by mid-2026 and will include internal and external presentations at symposium and conferences, a summary report and scholarly publications.

Aligned with ICMS’s Artificial Intelligence in Education (AIED) Framework and the impact goals of the Engagement and Innovation in Learning and Teaching Scholarship Cluster, the project contributes to preparing students for AI-driven workplaces by promoting critical thinking and creativity in the classroom.

About the project

This project is funded by an ICMS Scholarship Seed Funding between 2024 – 2026.

Project team

The project is led by ICMS Senior Lecturer Dr Richard Carter, with diverse research team members Dr Al Marshall and Ms Allison Ford.