A mixed methods evaluation of confidence, competence, and perceived value following a Teaching Institute on artificial intelligence for gerontology educators

As artificial intelligence (AI) becomes increasingly embedded in higher education, gerontology educators face new opportunities and ethical challenges when integrating AI tools into teaching, mentorship, and professional practice. Rapid advances in AI, alongside evolving aging research and policy, require educators to adapt their pedagogical approaches. Organizers for the Academy for Gerontology in Higher Education’s 14th Annual Teaching Institute sought to address this need by providing instructor-focused professional development on emerging issues of AI in gerontology education, with an emphasis on ethical, inclusive, and discipline-specific applications. In this paper, we describe the rationale, structure, and content of the 14th Annual Teaching Institute and examine its impact on instructor confidence and perceived competence with utilizing AI professionally. A mixed methods evaluation of the workshop included pre- and post-surveys, confidence ratings, and qualitative feedback from attendees (N = 21). Quantitative results demonstrated statistically significant increases in confidence and perceived competence using AI across multiple professional domains. Qualitative findings highlighted the value of peer learning, hands-on activities, and contextualized discussions of AI in gerontology education. Findings suggest that structured, interactive professional development can enhance instructors’ capacity to engage critically and responsibly with AI while reinforcing core gerontology competencies.