Faculty Perceptions of AI Challenges at the University of Petra

Artificial Intelligence (AI) is becoming increasingly present in higher education, offering new opportunities and also raising important concerns. To better understand how faculty members perceive the challenges of AI, this study surveyed instructors at the University of Petra (UOP). Participants responded to six statements, each highlighting a potential drawback of AI in education, specifically addressing issues of privacy, bias, misinformation, regulation, equity of access, and disciplinary relevance. A total of 105 instructors from the Faculty of Information Technology (FIT) and the Faculty of Arts and Sciences (FAS) took part in the survey. Respondents represented a wide range of academic ranks (52 Assistant Professors, 22 Lecturers, 21 Associate Professors and 10 Full Professors) and teaching experience levels (about one-third with more than 16 years, one-third with 5-15 years, and the rest with fewer than 5 years), including 65 males and 40 females. This diverse group offers insight into how faculty from different backgrounds view the potential risks of AI in the classroom. In this paper, we analyse the responses to each statement, explore how faculty characteristics may influence their views, compare the findings with existing literature, and offer recommendations for institutional leaders seeking to implement AI in thoughtful and inclusive ways.