How prepared are faculty for responsible artificial intelligence integration? Evidence from a university context

Ethel Jovy Garcia-Wacas; Pinky Larcelle L.  Gas-ib; Romualdo U.  Wacas; Abigail  Quimosing-Ocay; Marlon D. Sipe

doi:10.32674/kr1x4c51

Authors

Ethel Jovy Garcia-Wacas Kalinga State University
Pinky Larcelle L. Gas-ib Kalinga State University
Romualdo U. Wacas Kalinga State University
Abigail Quimosing-Ocay Kalinga State University
Marlon D. Sipe Walailak University

DOI:

https://doi.org/10.32674/kr1x4c51

Keywords:

artificial intelligence in higher education, AI governance, faculty digital competence, responsible AI integration

Abstract

The rapid adoption of Artificial Intelligence in higher education has created opportunities to enhance teaching, research, and academic productivity. This study examined AI utilization and governance readiness among faculty members using an explanatory sequential mixed-methods design. Data were analyzed using descriptive statistics, thematic analysis, and joint-display integration. Findings revealed high level of AI awareness, utilization, and perceived usefulness. Both quantitative and qualitative findings highlighted strong support for institutional AI policies, faculty development programs, and governance mechanisms that promote responsible AI integration. It contributes to the emerging discourse on responsible AI in higher education by proposing a multidimensional perspective of AI readiness and providing evidence to support the development of context-sensitive governance frameworks for ethical and sustainable AI adoption in universities.

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