Generative AI Adoption in Higher Education: Exploring Educator Resistance in Estonian Universities

The adoption of Generative Artificial Intelligence (GenAI) in higher education has sparked debate since the public release of ChatGPT in late 2022. While its potential is widely recognized, educators remain concerned about its impact on assessment and critical thinking. This study addresses gaps in existing research by examining educator resistance to student use of GenAI in Estonian higher education, employing a theoretical model informed by the Innovation Resistance Theory (IRT). Findings reveal that although Estonian educators have largely embraced GenAI, resistance primarily stems from skepticism about its educational value and challenges in adapting assessment methods. This resistance is driven not merely by technology aversion but by perceived cost-benefit imbalance. The study emphasizes the need to address resistance, an aspect often overlooked in acceptance-focused technology adoption models, and highlights the need for comprehensive GenAI literacy and institutional support to promote its responsible integration.