AI Readiness in Higher Education: A Study of Faculty Awareness, Adoption Competency, Benefits and Challenges

Abstract

Artificial Intelligence (AI) is rapidly changing higher education by supporting teaching, assessment, research, content development, and administrative activities. The readiness of faculty members is a major factor in determining whether these technologies are adopted effectively and responsibly. This study examines AI readiness among higher-education faculty through five dimensions: awareness, adoption, competency, perceived benefits, and challenges. A quantitative descriptive survey design is proposed, using a structured questionnaire and a five-point Likert scale. The study considers faculty use of AI for lesson planning, content creation, assessment, research, programming support, and academic administration. It also considers barriers including insufficient training, accuracy and reliability of AI outputs, data privacy, academic integrity, ethical concerns, institutional policy gaps, and resistance to change. Recent literature indicates that effective AI integration requires not only technical knowledge but also pedagogical, ethical, and professional competencies and supportive institutional environments. The proposed study can provide an evidence-based picture of faculty AI readiness and help institutions design targeted professional development, governance, and support mechanisms for responsible AI adoption.