Assessing AI Literacy among Academic Staff: Insights from a Higher Education Survey

Abstract

This study explores the level of artificial intelligence (AI) literacy among academic staff. Using the ‘technological pedagogical content knowledge’ (TPACK) framework, we employed mixed- method research, collecting data from 106 academic staff members across various disciplines. We investigated the challenges and benefits of educators adopting AI as well as their AI understanding, abilities, confidence and competencies. Our findings indicate a low rate of AI adoption by academics, with most applying it superficially for lower-order tasks. Our findings also reveal the different weighting of the TPACK framework components – technological knowledge (TK), technological content knowledge (TCK) and technological pedagogical knowledge (TPK) – with major concern raised by staff on TPK where it is indicated that staff need guidance and training on how to make the most of AI in their teaching. The significance of this paper lies in its exploration of the current state of AI adoption among academic staff, highlighting both its benefits and challenges. Given the limited existing research on AI literacy from the perspective of academic staff, this study offers a distinctive and valuable contribution to the discourse. Furthermore, the integration of the TPACK framework offers a crucial perspective, emphasising the need for a more comprehensive and effective incorporation of AI into educational practices.