Faculty Perceptions and Adoption of AI in Higher Education: Insights from Two Lebanese Universities

Abstract

Artificial intelligence (AI) is increasingly transforming higher education, evolving from simple personalization tools into a wide range of applications that support teaching, learning, and assessment. This study examines how university instructors in Lebanon perceive and adopt AI in their academic practices, drawing on evidence from two private institutions: Notre Dame University–Louaize (NDU) and the Holy Spirit University of Kaslik (USEK). The study also proposes practical directions for effective institutional implementation. Using a cross-sectional design and convenience sampling, data were collected from 133 faculty members. Although 73.7% of participants reported moderate to high familiarity with AI, their actual classroom use of such tools remained limited. Adoption was primarily centered on chatbots (69.2%) and translation tools (54.9%), while more advanced technologies, such as adaptive learning systems and AI-based tutoring platforms, were seldom utilized (under 7%). Additionally, participants identified efficiency (69.2%), increased student engagement (44.4%), and personalized learning opportunities (42.9%) as the main benefits of AI integration. In contrast, they reported insufficient training (46.6%), restricted access to resources (45.9%), and concerns about the accuracy of AI-generated outputs (29.3%) as major barriers. Moreover, statistical analysis indicated a strong positive relationship between familiarity with AI and frequency of adoption, with no significant differences across gender, age, or academic qualifications. Overall, the results suggest that faculty members in Lebanese higher education currently view AI primarily as a helpful tool for improving efficiency rather than as a transformative pedagogical innovation. To advance integration, higher education institutions should prioritize targeted professional development, ensure equitable access to AI tools, and establish transparent ethical and governance frameworks.

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