Core Teaching Functions and University Faculty’s Intention to Use Generative Artificial Intelligence

Abstract

This study investigates the relationship between the importance that university
faculty assign to the pedagogical functions of planning, assessment, and feedback,
and their intention to use Generative Artificial Intelligence (GenAI) as a support
tool in their teaching practice. Using a non-experimental cross-sectional design,
data were collected through a questionnaire administered to 56 faculty members
from a School of Education and Humanities at a private university located in the
metropolitan area of Monterrey, Mexico. Results showed significant positive
correlations between the importance assigned to planning and feedback and the
intention to employ GenAI for these tasks, as well as an overall correlation
between perceived importance and intention to use GenAI. ANOVA analyses
revealed significant differences in intention to use GenAI between departments,
with the strongest association found in the Film and Communication department
for planning. Additionally, years of teaching experience correlated positively with
intention to use GenAI for assessment. These findings highlight the role of
disciplinary and experiential factors in shaping faculty adoption of GenAI. The
study underscores the need for ongoing professional development and tailored
implementation strategies that consider disciplinary contexts to optimize the
integration of GenAI in higher education.