Document Type
Conference Session
Publication Date
5-2-2025
Abstract
This research study examined the integration of artificial intelligence (AI) in higher education from the perspective of the faculty of a private university. It inquired into the impact of AI on pedagogical methods, administrative procedures, and ethical values. Qualitative case study methodology and in-depth semi-structured interviews were designed and conducted with faculty from four academic departments. Responses related to impressions, challenges, and opportunities for AI integration were gathered. The study findings from qualitative and quantitative data analysis indicated that AI is perceived to help improve educational outcomes with student-personalized learning pathways through streamlined administrative processes. The study revealed that participating faculty expressed positive perceptions toward AI-enabled personalization. However, the study results highlighted several key themes: shortcomings in technology infrastructure, professional educational training development needs, and ethical considerations. Faculty highlighted in almost unanimous agreement the importance of maintaining pedagogical autonomy and human-centered teaching methods, particularly regarding algorithmic bias and educational equity. The study found critical ethical considerations centered on data privacy, algorithmic fairness, and protocols for academic integrity. This study advances theoretical knowledge of AI integration within higher education by articulating a new framework for ethical implementation that brings to light a balance between technological progress and pedagogical integrity. In conclusion, this study provides evidence-based recommendations for institutional policy development and faculty professional development programs regarding responsible AI adoption. The findings of this study improved the building literature on educational technology integration while offering practical insight into institutions of higher education currently in this technological transition. Qualitative case study methodology was utilized to conduct in-depth semi-informal interviews with faculty across four academic departments.
Host
International Society for Academic Research in Science, Technology, and Education (ARSTE)
Conference/Symposium
International Conference on Advances in Technology, Education and Science (ICATES)
City/State
Trabzon, Turkey
Department
College of Business and Management
Recommended Citation
Ramsey, E., Antoniou, G., Peroni, M., Lanfranco, K., Muckridge, B., Ghattas, R. G., Fazio, P. L., Wallberg, W., Porta, S., Smith, M., Solomon, G., Migliano, K., & Wolf, D. G. (2025, May 1-4). Artificial Intelligence in higher education: A case study of faculty teaching methodologies at a private university [Conference session]. International Conference on Advances in Technology, Education and Science (ICATES), Trabzon, Turkey.
