An Investigation of Readiness Factors that Determine Academics’ Adoption of AI in Higher Education

Abstract

Artificial intelligence (AI) in higher education continues to expand, but the factors that define academic readiness to adopt this technology are not always captured in the literature. This study focused on exploring the factors that determine academics’ readiness to adopt AI; it also seeks the positive and negative attributes associated with the readiness factors. Quantitative research methodology was used through an online questionnaire among academics in a selected higher education institution in South Africa. The findings revealed that individual, social, cultural, demographic, technological, and economic factors define academics’ readiness in adopting AI in higher education. Notwithstanding these factors, some negative dimensions confront the adoption. However, the study found that for an effective adoption of AI in higher education, academic institutions must be intentional in addressing the negative dimensions for academics to enjoy the positive aspects of AI adoption in higher education. Further studies can explore the areas of future research as mentioned in the study.