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This study examines Ghanaian university faculty awareness, usage patterns, perceived usefulness, and ethical concerns using Davis’ technology acceptance model and Mezirow’s transformative learning theory.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/faculty-readiness-and-integration-of-generative-artificial-intelligence-in-higher-education-teaching-and-learning-in-ghana/584286/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/faculty-readiness-and-integration-of-generative-artificial-intelligence-in-higher-education-teaching-and-learning-in-ghana/584286.png","ImageObject",300,407,{"name":42,"@type":43},"Kyle","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-14","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",13,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study investigate about Ghanaian university faculty regarding Gen AI?","Question",{"text":63,"@type":64},"It investigates faculty awareness or familiarity, usage patterns, perceived usefulness, and ethical concerns regarding Gen AI use in teaching and learning.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which theories and methods guide the research?",{"text":68,"@type":64},"The study is grounded in Davis’ technology acceptance model and Mezirow’s transformative learning theory, using a sequential, explanatory mixed-methods design.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the main findings related to faculty readiness?",{"text":72,"@type":64},"Quantitative results show moderate familiarity with Gen AI tools, while qualitative insights highlight ethical apprehensions and growing pedagogical reflection among faculty.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},584286,1792161273,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":97,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":145,"read_time":146,"preview_page_count":4},3985741905716,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","emotional abuse for the adult learner the concept of intersectionality and critical discourse will help frame the subject. An overview of abuse literature with brief background information on the emergence and attention in the 1970s, 80s, and 90s through the publication of several classic books in which various types of abuse were brought to the forefront for the first time is included. Drawing on intersectionality, emotional abuse, a form of psychological trauma, is explored. The purpose of this paper, through a case study perspective, is to deepen our collective understanding of the literature and the lived experience of one nontraditional female student in Australia with a history of emotional abuse in the social context of higher education. Future implications for both research and practice include raising awareness, education, social action and empowerment to help heal trauma, bridge divides, and to add to the field of adult education and adult learning.  \nFaculty Readiness and Integration of Generative Artificial Intelligence in Higher Education Teaching and Learning in Ghana  \nYvette Ussher1  \nABSTRACT: Generative Artificial Intelligence (Gen AI) tools are reshaping higher education globally, offering novel ways to support content creation, personalized learning, and academic efficiency. However, in developing countries such as Ghana, Gen AI integration into teaching and learning is emerging, raising important questions about faculty awareness or familiarity, readiness, and ethical engagement. This study investigates the level of awareness or familiarity, usage patterns, perceived usefulness, and ethical concerns of Ghanaian universities faculty regarding Gen AI’s use in teaching and learning. Grounded in Davis’(1989) technology acceptance model and Mezirow (2018) transformative learning theory, the study adopted a sequential, explanatory, mixed‐methods design, collecting data from 150 faculty across public and private universities. Quantitative survey results revealed moderate familiarity with Gen AI tools, particularly ChatGPT used for lecture preparation and research. Qualitative insights highlighted ethical apprehensions and a growing pedagogical reflection among faculty. Study results underscored the need for universities AI integration policy development, structured training, and ethical guidelines to enable responsible use among faculty and students. The study contributed to the discourse on digital  \n1Senior Lecturer, Adult Education and Human Resource Studies, School of Continuing and Distance Education, University of Ghana; [yaussher@ug.edu.gh](yaussher@ug.edu.gh)  \n2025 Pre-Conference Proceedings • Page 147  \ntransformation in African higher education and offers practical recommendations for fostering sustainable and inclusive AI adoption.  \nKeywords: Generative AI, faculty readiness, higher education, Ghana  \nGenerative Artificial Intelligence (Gen AI) rapid evolution has significant implications for education globally, particularly content creation, personalization, and delivery. Thus, Gen AIs have gained recognition for their capacity to support educational tasks, including automated assessment, personalized tutoring, content creation, and student support services (Bahroun et al., 2023; Guettala et al., 2024) . Scholars have highlighted the diverse GenAI applications in higher education including teaching material generation, feedback delivery, and research support tools, such as ChatGPT and Microsoft Copilot are utilized to generate lecture content, offer student feedback, and streamline academic workflows (Alier et al., 2024; Bahroun et al.2023; Yan, et al., 2024) . The rise of Gen AI tools has thus introduced novel opportunities in teaching and learning, in higher educational institutions.  \nWhile developed countries are experimenting with Gen AI’s potential to personalize learning, automate content generation, and support administrative tasks (Mello et al., 2023), Sub‐Saharan Africa country like Ghana is beginning ","cbCaiiiAwJkHTHEI","https://ap.wps.com/l/cbCaiiiAwJkHTHEI","pdf",453980,17,"English","# Abstract\n## Study Design and Data Sources\n## Key Findings and Implications\n## Recommendations","[{\"question\":\"What does the study investigate about Ghanaian university faculty regarding Gen AI?\",\"answer\":\"It investigates faculty awareness or familiarity, usage patterns, perceived usefulness, and ethical concerns regarding Gen AI use in teaching and learning.\"},{\"question\":\"Which theories and methods guide the research?\",\"answer\":\"The study is grounded in Davis’ technology acceptance model and Mezirow’s transformative learning theory, using a sequential, explanatory mixed-methods design.\"},{\"question\":\"What were the main findings related to faculty readiness?\",\"answer\":\"Quantitative results show moderate familiarity with Gen AI tools, while qualitative insights highlight ethical apprehensions and growing pedagogical reflection among faculty.\"}]","Faculty Readiness and Integration of Generative Artificial Intelligence in Higher Education Teaching and Learning in Ghana | PDF",1792050408,43]