Gender Dynamics in Digital Classroom; Measuring Artificial Intelligence (AI) Acceptance and Integration by Senior Lectures in Foreign Language Instruction

The acceptance of technology at the higher educational level has been a significant discussion, with little attention on the gender dynamics on the acceptance of artificial intelligence (AI ) tools by senior lecturers. This study delved into a detailed analysis of the gender dynamics in the discussion of technology acceptance mainly AI tools, in foreign language (FL) education. Quantitative study approach was adopted in the process, and survey design was implemented. Data was collected using structured digital questionnaire, based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model. A total of ninety-five (95) male senior lecturers and one hundred and three (103) female senior lecturers participated in the study. Analysis was conducted using relevant statistical measures. The results showed disparities in the attitudes and views of senior lecturers towards artificial intelligence (AI) technologies in the context of FL education, greatly influenced by gender. In relation to usage, male senior lecturers have higher positive reactions (61.06%) in comparison to their female counterparts (46.6%). However, in relation to the assumption that AI technologies improve the performance of learners, 69% of male senior lecturers agree with this notion, but a substantially greater percentage of 72.81% of female senior lecturers hold the same perspective. Moreover, there exists a little disparity in the level of proficiency in using AI technologies across genders. Specifically, 56.84% of male senior lecturers see it as uncomplicated, while 61.16% of their female counterparts share the same sentiment. The gender discrepancy that is most notable pertains to the perceived level of ease in using artificial intelligence (AI) technologies during foreign language (FL) lessons. The data reveals that a majority of male senior lecturers, calculated as 69.48%, see the use of these tools very easy. In contrast, a much higher proportion of female senior lecturers, 86.41%, share the same perception. This discrepancy highlights a notable disparity in confidence levels between the two genders. These results together emphasise the changing gender dynamics in the acceptance of technology, interrogating conventional assumptions and underscoring the need for customised support systems to guarantee fair and efficient integration of artificial intelligence (AI) technologies in foreign language instruction among senior lecturers.