Faculty Adoption of Generative Artificial Intelligence in a Canadian Higher Education Institution

The landscape of higher education (HE) continues to change rapidly with the incorporation of new artificial intelligence (AI) applications like generative artificial intelligence (genAI). These transformations can be attributed to the ubiquity, efficacy, and quality of genAI applications. GenAI will necessitate the need for HE instructors to adapt and use these technologies to sustain and enhance student learning. This paper reports quantitative findings influencing instructors’ intentions to adopt genAI into their pedagogies. The Artificial Intelligence Acceptance Measurement Survey (AIAMS) was developed and adapted from the revised Technology Acceptance Model Survey-2 (TAMS-2) that incorporates the main constructs from the Theory of Planned Behavior (TPB). The survey was administered to a sample of instructors from different programs working in a large Canadian urban polytechnic institution (n=87). Multiple regression analysis was conducted to identify the main determinants influencing instructors’ intention to adopt genAI in their teaching. Statistical findings reveal that instructors’ attitudes toward genAI were the only significant factor influencing their intent to adopt it in their teaching practices. It is crucial for those in HE to understand the factors that influence instructors’ intentions to integrate genAI into their teaching practices to support and realize its successful adoption. This understanding is also key for leveraging the full potential and capabilities of genAI to enhance educational outcomes.