Artificial intelligence literacy, attitude, and teaching efficacy among Chinese university professors

Abstract

The study evaluated the Artificial Intelligence (AI) literacy, attitude, and teaching efficacy among Chinese University professors.Specifically, it described the profile of the respondent in terms of sex, age, educational attainment, and length of service; identified the respondents' AI attitude in terms of knowing and understanding AI, applying AI, evaluating AI application, and AI ethics; determined the respondents' AI attitude as to cognitive, emotional, and behavioral; assess the respondents' AI teaching efficacy in terms of instructional strategies, classroom management, and student engagement; tested the differences in responses when grouped according to profile; tested the relationship between the AI literacy, attitude, and teaching efficacy among Chinese university professors; and proposed an enhanced faculty development program that facilitates the promotion of incorporating AI.Descriptive method was used in this study.The researcher, in contrast to experimental investigations, observed and quantified variables without controlling or manipulating them.The researcher selected 425 Chinese university professors as participants.The surveys employed the Likert scale and reliability was evaluated using Cronbach alpha.The gathered data was analyzed using a one-way ANOVA, t-test, and a quantitative descriptive study technique.According to the study's findings, majority of the respondents are female aged 46-50 years old with a Bachelor's degree having 6-10 years length of service.Most of the respondents agreed on indicators of AI attitude in terms of knowing and understanding AI, applying AI, evaluating AI application, and AI ethics and on the indicators pertaining to AI attitude in terms of cognitive, emotional, and behavioral.Majority of the respondents agreed on the indicators pertaining to AI teaching efficacy in terms of instructional strategies and classroom management and strongly agreed in terms of student engagement.There were no significant differences on responses when it comes to age, highest educational attainment, and length of Service except in terms of sex.Additionally, the results indicated a highly significant differences among the AI literacy, attitude, and teaching efficacy among Chinese university professors.Recommendation for an enhanced faculty development program that facilitates the promotion of incorporating AI was proposed.

Ähnliche Arbeiten