Adoption of AI in Higher Education: Engineering Faculty Perceptions of Preparation for Industry 4.0

Abstract

Artificial intelligence (AI) has established itself as a key technology in the context of Industry 4.0, with direct implications for university education, especially in engineering degrees. This study analyses the degree of adoption and the main educational uses of AI-based tools in higher education, as well as teachers’ perceptions of their contribution to preparing students for the professional challenges associated with Industry 4.0. A qualitative descriptive-interpretative design was used, involving semi-structured interviews with 32 engineering teachers at the University of Seville. The results show an incipient and uneven adoption, focused mainly on instrumental uses to support planning and material development, with still limited integration in assessment and learning personalisation. Despite this, teachers perceive AI as a resource with the potential to promote the development of digital skills and improve employability, although they emphasise the need for specific teacher training and institutional support for deeper and more coherent pedagogical integration.