University faculty's beliefs about the AI use in education

Abstract

The rapid development of artificial intelligence (AI) has been significantly influencing the transformation of higher education, with faculty playing a key role in this process. Previous research has largely focused on students, while the perspectives of university faculty in Serbia remain underexplored. Drawing on the understanding of beliefs as key predictors of behaviour, this study examines faculty beliefs about AI and the factors shaping them. The study was conducted on a sample of 125 educators working at eight higher education institutions in Serbia. The findings indicate that faculty most frequently use AI in research and course preparation, and less commonly in teaching and assessment. A gap was identified between theoretical reflections and faculty's actual beliefs about AI's potential. While faculty recognise AI's contribution to efficiency and the development of students' digital competencies, they remain neutral regarding its role in core aspects of teaching and assessment. Differences in faculty's beliefs are associated with the frequency and domains of AI use, professional development and institutional support.