ABSTRACT This article examines the ethical implications of utilizing generative AI (GenAI) tools in adult higher education. It clarifies how traditional AI applications, such as plagiarism detection and adaptive quizzes, differ from generative systems that create new content. Core tensions include protecting student data, mitigating algorithmic bias, preserving academic integrity and authenticity, and ensuring fair access for all learners. The authors explore the risks of over‐reliance on AI, alongside strategies for responsible integration, including clear usage policies, transparency, and addressing bias and privacy issues. The article presents practical ethical frameworks to help faculty uphold professional standards, foster a culture of integrity, and guide students in developing critical AI literacy through critical reflection, co‐created guidelines, and hands‐on decision‐making exercises.

ABSTRACT The integration of artificial intelligence (AI) into academic writing is reshaping how scholars conduct research and produce knowledge. This article explores how generative AI tools, such as ChatGPT, are transforming the writing process, from ideation and drafting to revision and dissemination. Focusing on higher education, it considers how these technologies intersect with the demands faced by faculty, many of whom balance research with heavy teaching or administrative loads. This article differentiates between embedded tools, such as grammar checkers and citation managers, and standalone generative models capable of co‐authoring content. While AI enhances productivity, it raises ethical concerns about authorship, ownership, and critical thinking. The authors advocate for the transparent and responsible use of AI, emphasizing best practices such as proper attribution, disclosure, and institutional oversight. AI should augment, not replace, human creativity and interpretation.

ABSTRACT Artificial Intelligence (AI) is transforming higher education—reshaping teaching, research evaluation, and faculty identity. Beyond a set of tools, AI functions as a sociotechnical power that reorganizes knowledge, labor, and governance. Faculty now adapt to algorithmic expectations, managing visibility, engagement, and productivity through machine logics. This article argues that faculty development must move beyond functional upskilling toward critical engagement with AI's ethical and political implications. It introduces a layered model of AI literacy—functional, critical, ethical, and civic—that repositions literacy as a multidimensional capacity enabling faculty to use, interrogate, and reshape AI systems. Adult education emerges as a crucial space for cultivating the judgment and collective agency needed to confront algorithmic governance. The article calls on higher education to treat faculty development as a site of resistance and democratic possibility in an algorithmic age.

ABSTRACT As artificial intelligence (AI) becomes more integrated into higher education, faculty must critically examine how these tools affect instructor–learner engagement. AI offers meaningful benefits, such as adaptive learning, personalized feedback, and predictive analytics, which can support inclusive, efficient instruction. However, the irreplaceable human elements of empathy, intuition, ethical reasoning, and cultural sensitivity remain beyond AI's reach. This article explores the capabilities and limitations of AI in adult and continuing higher education settings, emphasizing balancing its use with instructional practices that center on human connection. It highlights risks such as algorithmic bias, cognitive overreliance, and potential weakening of learners’ critical thinking and reflective skills, while offering practical strategies for the responsible integration of AI. This article outlines key areas for faculty development to ensure ethical and effective adoption. Ultimately, it calls for human‐centered, reflective use of AI, empowering instructors to leverage technology without compromising relational and ethical foundations essential to learning.

ABSTRACT As artificial intelligence rapidly evolves, the complexity of navigating an information landscape saturated with synthetic content, misinformation, and disinformation is amplified. Deepfakes, AI‐generated texts, and algorithmically curated media increasingly challenge public trust and informed democratic participation. This article explores how GenAI‐manipulated media affects faculty and learners, highlighting the need to strengthen critical digital and media literacy across higher education environments. Drawing on recent research and adult education literature, the manuscript explores epistemic rights, the influence of misinformation on public opinion, and the role of critical thinking in resisting deceptive content. It presents practical, research‐based strategies that faculty in higher education can adopt to facilitate learning about source evaluation, manipulation recognition, digital verification techniques, and AI tools to combat misinformation. By fostering a culture of critical inquiry, faculty can empower learners to navigate complex media environments, engage in informed civic discourse, and contribute to a more equitable and resilient democratic society.

ABSTRACT This issue explores the transformative role of artificial intelligence (AI) in higher education, focusing on faculty development. Authors examine AI as a sociotechnical force, advocating for critical, ethical, and civic literacies beyond digital skills. Topics include ethical integration, instructional design, scholarly writing, media literacy, and institutional policy. Together, these articles offer a roadmap along with a practical framework of mentoring for empowering faculty to engage AI with integrity, creativity, and human‐centered values.

ABSTRACT This article explores the transformative potential of integrating Universal Design for Learning (UDL) with generative artificial intelligence (GenAI) in adult and continuing higher education. By aligning UDL's principles with GenAI's capabilities in content generation, personalization, and accessibility, adult educators can design uniquely flexible, inclusive, and rigorous learning experiences. We examine practical applications such as AI‐generated rubrics, adaptive feedback, and multilingual support, while highlighting concerns around academic integrity, algorithmic bias, and data privacy. The article also addresses the role of professional learning communities (PLCs) in supporting implementation and innovation. Drawing on current scholarship, we argue that UDL offers a strategic framework for the ethical and effective integration of GenAI in adult learning contexts.

ABSTRACT This article explores institutional policies on artificial intelligence (AI) in higher education. As AI tools become increasingly utilized in academia—from research and teaching to assessment and student support—institutions face growing pressure to establish clear, ethical, and practical guidelines to help guide faculty. We examine existing institutional responses to AI adoption, identify common policies, and highlight the growing pressure that exists between innovation, academic integrity, and equitable access. Drawing on three institutional examples and current policy models, an approach to developing faculty‐focused AI policies that promotes transparency, safeguards academic standards, and fosters responsible AI use is proposed. Recommendations are made for policy development that align with institutional missions, faculty autonomy, and the evolving landscape of higher education.