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Pitychoutis 1  \n 0000-0002-2761-5764  \nStavros Papakonstantinidis 2  \n 0000-0002-7273-0235  \n1 Department of Liberal Arts, American University of the Middle East, Egaila, KUWAIT  \n2 Central College, Pella, IA, USA  \n* Corresponding author: [Filomachi.s@aum.edu.kw](Filomachi.s@aum.edu.kw)  \nCitation: Spathopoulou, F., Pitychoutis, K. M., & Papakonstantinidis, S. (2025) . AI and higher education: Understanding faculty roles in teaching, research, and administration. Contemporary Educational Technology, 17(4), ep600 .  \n[https://doi.org/10.30935/cedtech/17406](https://doi.org/10.30935/cedtech/17406)  \nARTICLE INFO ABSTRACT  \n\n| Received: 16 Apr 2025\u003Cbr>Accepted: 8 Oct 2025\u003Cbr>INTRODUCTION | The rapid advancement of artificial intelligence (AI) is transforming higher education, impacting pedagogical practices, administrative processes, and faculty engagement with technology. While AI holds promise to enhance learning and streamlining operations, its adoption remains complex and debated. This study examines faculty perceptions of AI integration, focusing on factors such as teaching experience, institutional context, and disciplinary specialization. Using a quantitative survey, the research explores AI engagement across institutions and disciplines, analyzing how demographic factors influence adoption. Findings suggest that junior faculty and those in technology-driven environments demonstrate higher AI confidence and adoption, whereas senior faculty engage in AI leadership yet express skepticism about its pedagogical applications. Disciplinary differences reveal that faculty in content-based fields view AI as a teaching tool, while those in applied disciplines utilize it more strategically for administrative and leadership functions. The study also addresses ethical and institutional challenges, including concerns over data privacy, algorithmic bias, and institutional readiness. By identifying these barriers, the research highlights strategies for fostering AI literacy, professional development, and ethical implementation in higher education. This study contributes to the discourse on AI in academia by presenting an educator-centered perspective, bridging the gap between technological advancement and pedagogical practice. The findings provide academic leaders and policymakers with insights on creating AI-inclusive environments that align with faculty needs, uphold ethical standards, and enhance student learning outcomes.\u003Cbr>Keywords: artificial intelligence, faculty perceptions, pedagogical practices, AI adoption, ethical challenges, institutional readiness |\n| --- | --- |\n\nThe rapid advancement of artificial intelligence (AI) is transforming various sectors, and higher education is no exception. AI has the potential to enhance teaching methodologies, streamline administrative processes, and personalize student learning experiences. However, its adoption in academia remains a topic of debate, as faculty members grapple with the benefits and challenges associated with these technologies. Understanding educators’ perspectives on AI is essential for ensuring its effective and ethical integration into higher education. Each paragraph should be neither too long nor too short. Unnecessary abbreviations should be eliminated, and necessary ones should be explained in clear terms at first mention. Metric equivalents for all non-metric units should be provided.  \nContextual Background  \nAI has increasingly become an integral part of higher education, transforming both pedagogical practicesand administrative operations. AI-powered applications such as intelligent tutoring systems, automated grading, adaptive learning platforms, and chatbot assistants have been widely ","cbCaicGYU1oSfeKK","https://ap.wps.com/l/cbCaicGYU1oSfeKK","pdf",353231,21,"English","# Introduction\n## Contextual background\n## Research questions","[{\"question\":\"What factors influence faculty attitudes toward AI adoption in higher education?\",\"answer\":\"The study focuses on teaching experience, institutional context, and disciplinary specialization as key factors shaping faculty attitudes toward AI adoption.\"},{\"question\":\"How do faculty demographics relate to AI confidence and adoption?\",\"answer\":\"Findings suggest junior faculty and those in technology-driven environments show higher AI confidence and adoption, while senior faculty demonstrate AI leadership but express skepticism about pedagogical applications.\"},{\"question\":\"What ethical and institutional challenges does the study address?\",\"answer\":\"The research highlights concerns over data privacy, algorithmic bias, and overall institutional readiness, emphasizing the need for ethical implementation and supporting infrastructure.\"}]","AI and higher education - Understanding faculty roles in teaching, research, and administration | PDF",1792090815,53]