Gender-Based Perceptions Regarding the Application of Artificial Intelligence in Teaching at University-Level

Abstract

The aim of the gender based perceptions and usage of artificial intelligence in teaching at university level was to explore gender-based differences in awareness, usage and institutional support for AI tools among university faculty members. For this purpose a quantitative, approach was employed with a sample of 120 participants. Data was collected through a self made questionnaire after ethical consideration of validity and reliability with a cronbach Alpha .85. Collected data were analyzed via chi-square tests to examine associations between gender and various AI-related practices and perceptions of University teachers. The findings revealed that there is generally no statistically significant difference between male and female faculty members regarding their awareness of fundamental AI concepts in using AI tools, or their intention to adopt AI in the process of teaching and learning at University level. However, significant associations were found in institutional support (p = 0.008) and the enhancement of lesson planning through AI tools (p = 0.028), suggesting that faculty perceptions in these areas vary notably by gender. Overall, the study concludes that while gender does not play a significant role in AI awareness and application, institutional support and perceived instructional benefits of AI may influence attitudes differently among male and female faculty. Based on the findings it was recommended that there is dire need need for inclusive AI training programs and institutional policies that support equitable technology adoption in higher education.