A systematic literature review of attitudes, intentions and behaviours of teaching academics pertaining to AI and generative AI (GenAI) in higher education: An analysis of GenAI adoption using the UTAUT framework

Abstract

The rapid advancement of artificial intelligence (AI) has outpaced existing research and regulatory frameworks in higher education, leading to varied institutional responses. Although some educators and institutions have embraced AI and generative AI (GenAI), other individuals remain cautious. This systematic literature review explored teaching academics' attitudes, perceptions and intentions towards AI and GenAI, identifying perceived benefits and obstacles. Utilising the unified theory of acceptance and use of technology framework, this study reveals positive attitudes towards AI's efficiency and teaching enhancement, but also significant concerns about academic integrity, accuracy, reliability, skill development and the need for comprehensive training and policies. These findings underscore the necessity for institutional support to navigate the integration of AI and GenAI in tertiary education. Implications for practice or policy: Attitudes towards AI and GenAI integration are diverse with educators recognising benefits but raising ethical and practical concerns. These concerns indicate a need for a more comprehensive understanding and dialogue within academic communities. Academics' intentions to use these technologies are contingent upon the development of robust ethical guidelines and supportive institutional policies. Institutional support and training shape behaviours. The scarcity of formal training, systematic guidelines and policy frameworks currently limits effective integration.