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International Journal of Teaching and Learning in Higher Education

Abstract

Artificial intelligence (AI) has emerged as a transformative force in higher education, improving learning and optimizing administrative operations. However, the adoption and integration of AI in learning environments have received limited research attention until recently. Consequently, this research aimed to develop and validate a scale to assess readiness and preparedness among higher education faculty members for the integrative adoption of AI in learning and teaching practices. A nationwide survey was used to collect data from faculty at universities and colleges in the United States. The CAIIRS scale was developed after an extensive review of scholarly literature. Exploratory factor analysis was used to determine the underlying factor structure. The analysis revealed three main factors: AI integration and effectiveness, institutional support for AI integration, and anxiety about AI use. This research provides insights and implications for understanding and acknowledging AI's benefits among faculty, while also revealing considerable anxiety, concerns, and variations in institutional support. The CAIIRS scale provides a valuable and practical tool for assessing educators' readiness, with specific considerations and highlights for AI integration in teaching and learning in higher education.

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