Exploring the adoption of generative artificial intelligence tools among university teachers

Generative artificial intelligence (Gen-AI) has quickly become a versatile teaching tool available to both students and university teachers. However, its acceptance is not yet universal among teachers. Understanding the factors that influence their intention to use these tools in the future is crucial for higher education administrators to design policies that promote the responsible and ethical use of this new technology. Based on the C-TAM-TPB model, this research proposes a structural equation model suggesting that university teachers’ intention to use Gen-AI tools is determined by their attitude towards it, perceived usefulness, perceived ease of use, social norms, and personal innovativeness. This model was tested with a sample of 896 teachers from all Spanish universities and all fields of knowledge. The results highlight the significant impact of both attitude towards the technology and perceived usefulness on the intention to use it. Perceived usefulness influences the intention to use directly and indirectly through attitude towards the technology. Perceived ease of use and personal innovativeness have much less influence. Additionally, social norms do not significantly affect the intention to use. These findings can help higher education administrators design policies to promote the use of generative AI through awareness, sensitization, and training.