Author(s): Balagouda S.Patil, K.Vinaya Laxmi, Niti Saxena, Tamanna Jena, Amit Prakash, T.J. Arun
Artificial Intelligence (AI) provides new potentials for higher education: personalized learning, computerized assessment, adaptive teaching, administrative robotics & data-driven decision-making. Yet, implementation raises challenges including faculty enthusiasm, training requirements, ethical apprehensions (bias, privacy) & institutional dimensions. This study surveys the role of Artificial Intelligence (AI) in higher education by examining apparent applications, institutional willingness & challenges (ethical, technical & training) handled by faculty & academic staff. Using a cross-sectional examination of 151 academicians across Arts (social science), Science, Commerce as well as Engineering field, the research measured perceptions on manifold Likert scales & tested relations & predictive associations. Results discloses moderate perceptions of usefulness & in readiness, variable perceptions about institutional assistance & training & no tested significant associations between academic disciplines & awareness level. Regression based analysis even did not find a significant & strong predictive relationship between the compound predictor (perceived usefulness/easiness & training) & self-reported eagerness. Main suggestions include listing targeted trainings, stronger institutional rule & frameworks as well as clearer ethical strategies for AI adoption in higher education.