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ORIGINAL RESEARCH article

Front. Educ.
Sec. Digital Learning Innovations
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1427450
This article is part of the Research Topic Artificial intelligence (AI) in the complexity of the present and future of education: research and applications View all 9 articles

Faculty Acceptance and Use of Generative Artificial Intelligence in their Practice

Provisionally accepted
Julián Nevárez Montes Julián Nevárez Montes 1*Josemaria Elizondo-Garcia Josemaria Elizondo-Garcia 2
  • 1 Universidad de Monterrey, San Pedro Garza García, Mexico
  • 2 School of Humanities and Education, Monterrey Institute of Technology and Higher Education, Monterrey, Nuevo León4, Mexico

The final, formatted version of the article will be published soon.

    The effective integration of Generative Artificial Intelligence (GenAI) into educational practices holds promise for enhancing teaching and learning processes. Examining faculty acceptance and use of GenAI implementation can provide valuable insights into the conditions necessary for its successful application. This study consisted of a survey to measure the acceptance and use of GenAI in the educational practice of 208 faculty members at a private university in Mexico. The survey instrument, adapted from Buabeng-Andoh's (2018) questionnaire, integrates elements of the Technology Acceptance Model (TAM) and Theory of Reasoned Action (TRA). The original questionnaire was translated into Spanish and validated by experts to ensure reliability and validity in the new context.Overall, acceptance dimensions obtained middle-high results. Behavioral intention obtained the highest values whereas Subjective norm obtained the lowest values. Significant differences in GenAI acceptance regarding faculty disciplines and sociodemographics were not identified. Also, faculty GenAI acceptance is positively moderate correlated with faculty GenAI use to produce text. The identified acceptance level among faculty towards the use of GenAI in educational environments leads to expect a promising future for its integration into teaching and learning practices. In addition, further research on GenAI integration for student use and the impact of faculty training on the effective use of GenAI in educational settings are encouraged.

    Keywords: Faculty, Generative artificial intelligence, technology acceptance, Educational Technology, higher education

    Received: 03 May 2024; Accepted: 16 Jan 2025.

    Copyright: © 2025 Nevárez Montes and Elizondo-Garcia. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Julián Nevárez Montes, Universidad de Monterrey, San Pedro Garza García, Mexico

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.