Faculty Technological Appropriation of Generative Artificial Intelligence in the University
DOI:
https://doi.org/10.5294/edu.2025.28.3.3Keywords:
Technological appropriation, digital competence, faculty, generative artificial intelligence, universityAbstract
Faculty members play a key role in the incorporation of generative artificial intelligence (GenAI) in education, a process that entails, beyond instrumental adoption, a situated form of technological appropriation. This study offers an initial exploratory approach to faculty appropriation of GenAI through a mixed-methods design with a qualitative emphasis, based on a case study conducted at a private university in Mexico. Data collection combined a structured survey, intercampus focus groups, and semi-structured interviews. The analysis was organized around the Technological Acceptance Model (TAM) and UNESCO’s AI competency framework for teachers. The findings indicate that perceived usefulness is a central driver of GenAI adoption and that its use is concentrated in specific pedagogical tasks, while significant challenges persist, including hallucinations and bias, training gaps, access barriers, heterogeneity in student reception, and implications for academic integrity. In particular, the evidence suggests an initial level of appropriation in most cases and underscores the need for collaborative faculty development, ethical guidelines, and institutional conditions that support a more strategic and meaningful integration of GenAI in higher education.
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