Technological Competency of College Faculty Toward Artificial Intelligence Integration: Basis for Policy Recommendation
DOI:
https://doi.org/10.5281/zenodo.22130730Keywords:
Artificial Intelligence, technological competency, faculty readiness, mixed methods, higher educationAbstract
This study examined college faculty's technological competency in integrating Artificial Intelligence (AI) into instruction using a mixed-methods research design. Quantitative data were collected through a structured survey utilizing a 4-point Likert scale to assess faculty knowledge, skills, and attitudes toward AI integration. Descriptive statistics, including frequency, percentage, mean, and standard deviation, were used, and Pearson's r was employed to assess significant relationships among variables. Qualitative data were gathered through open-ended responses and analyzed using thematic analysis to identify recurring challenges experienced by faculty. Findings revealed that faculty demonstrated moderate to high levels of technological competency, with attitudes toward AI integration being generally positive. However, challenges such as limited training, technical issues, and lack of institutional support were identified. The results suggest the need for structured professional development programs to enhance AI readiness in higher education institutions.
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