University professor's perspectives on artificial intelligence in higher education

Abstract

The accelerated incorporation of Artificial Intelligence (AI) into higher education is transforming teaching, learning, and assessment practices. However, beyond technological adoption, there is a growing need to critically examine how university professors themselves understand, negotiate, and perform AI within their pedagogical and research practices. This contribution presents a research-informed teaching innovation experience developed and implemented at La Salle, aimed at systematically capturing academic perspectives on AI in higher education through a structured qualitative instrument grounded in the Theory of Planned Behavior (TPB), originally developed by Icek Ajzen and adapted for use in the context of teaching in higher education by Claudia Tridapalli and Oliver Elliott.