Artificial Intelligence: Faculty Awareness and Impact on Digital Transformation Skills and Technological Trends

Background/purpose. As artificial intelligence (AI) continues to reshape educational landscapes, understanding faculty awareness and readiness is crucial for effective AI integration in higher education. This study examines AI awareness among faculty members at a university in the United Arab Emirates (UAE) and its relationship with digital transformation skills and technological and scientific trends. Materials/methods. A descriptive-correlational research design was employed, surveying 248 faculty members (62.3% of total staff) using a simple random sampling technique. The study employed the Digital Transformation Skills Scale (DTS) and the Technological and Scientific Trends Scale (TSS) to investigate the associations with AI awareness. Faculty perceptions were assessed using a five-point Likert scale, and statistical analysis included Pearson correlation tests to determine relationships among variables. Results. Findings indicated that faculty members demonstrated moderate AI awareness (mean = 3.06) on the Likert scale. No significant correlation was found between AI awareness and DTS (r = 0.142, p = 0.195), suggesting that digital transformation skills alone may not predict AI awareness. However, a significant positive correlation was identified between AI awareness and TSS (r = 0.598, p < 0.01), indicating that faculty with greater awareness of technological and scientific trends are more knowledgeable about AI. Conclusion. The findings highlight the necessity for faculty development focused on AI to improve competency and facilitate digital transformation. Future research should investigate institutional policies, faculty attitudes, and specific factors related to disciplines in AI adoption.