University teachers' perceptions of responsibility and artificial intelligence in higher education - An experimental philosophical study
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This study investigates university teachers’ relationships with emerging technologies by focusing on the uptake of artificial intelligence in higher education practices. We utilise an experimental philosophy approach to i) determine university teachers’ intuitions around universities’ responsibilities to adopt new artificial intelligence technologies, ii) understand the conditions under which university teachers consider artificial intelligence defensible and, hence, would be willing to introduce such tools and services into their daily practice and iii) specify teachers’ self-reported knowledge of artificial intelligence. An online survey, where participants were sent one of three different cases (Case A related to first-generation students, Case B, an archetypical student, Case C, students with a learning disability), and 18 identical questions across all three cases. The survey was distributed among 1773 teachers. Based on the responses of 194 university teachers, we identify differences related to responsibility, equity, and knowledge about artificial intelligence. Our quantitative data exhibited that in Case A and Case C, the respondents ranked to a higher degree that universities should use artificial intelligence tools and systems to achieve equitable outcomes. Data revealed no statistically significant associations among the respondents with regard to background variables in Case A. However, Case B and Case C disclosed statistically significant associations concerning gender, age, faculty, and academic position among the participants. Moreover, we identify teachers’ fears and scepticism about artificial intelligence in higher education, concerns about fairness and responsibility, and lack of knowledge about artificial intelligence and resources to engage with artificial intelligence in teaching practices.
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Teachers have expressed concerns about fairness, accountability, and a lack of institutional support or resources for integrating GAI into teaching.
“Additionally, teachers have expressed concerns about fairness, accountability, and a lack of institutional support or resources for integrating GAI into teaching. 4”
An experimental philosophical study found a broad consensus among university teachers that universities should provide AI educational tools, especially to support first-generation students and those with learning disabilities.
“An experimental philosophical study (McGrath et al., 2023) of university teachers' perceptions of responsibility and AI in higher education found a broad consensus among participants that universities should provide AI educational tools, especially to support first-generation students and those with learning disabilities, reflecting a commitment to equity and fairness, as argued by Prinsloo and Sl”
From Artificial intelligence in higher education: exploring faculty use, self-efficacy, distinct profiles, and professional development needs (2024) · cites this paper as McGrath et al., 2023
Swedish university teachers consider that higher education institutions have a responsibility to use AI educational technologies to support students, especially those from disadvantaged groups such as students with a learning disability.
“In particular, Mcgrath et al. (2023) found that Swedish university teachers consider that higher education institutions have a responsibility to use AI educational technologies to support students, especially those from disadvantaged groups such as students with a learning disability.”
From Exploring the role of generative AI in higher education: Semi-structured interviews with students with disabilities (2025) · cites this paper as McGrath et al., 2023
The difficulty of adopting AI-based technologies is due to a lack of resources and time.
“The study also highlighted the difficulty of adopting AI-based technologies due to a lack of resources and time (McGrath et al., 2023).”
From Exploring the role of generative AI in higher education: Semi-structured interviews with students with disabilities (2025) · cites this paper as McGrath et al., 2023
This study supports the argument made by McGrath et al. (2023) that universities have a responsibility to adopt AI tools.
“On the one hand, it supports the argument made by McGrath et al. (2023) that universities have a responsibility to adopt AI tools.”
From Exploring the role of generative AI in higher education: Semi-structured interviews with students with disabilities (2025) · cites this paper as McGrath et al. (2023)
ChatGPT is the most known GenAI tool.
“of which ChatGPT is the most known (Mah & Groß, 2024; McGrath et al., 2023; Rajabi et al., 2024).”
From Planets, cars, and personas: Toward an understanding of faculty perceptions of artificial intelligence through visual metaphors and projective techniques (2025) · cites this paper as McGrath et al., 2023
There are similarities across institutions regarding limited awareness of AI and access to GenAI tools.
“Research suggests there are similarities across institutions regarding limited awareness of AI and access to GenAI tools”
From Planets, cars, and personas: Toward an understanding of faculty perceptions of artificial intelligence through visual metaphors and projective techniques (2025) · cites this paper as McGrath et al., 2023
There have been instances of students without any learning disabilities stating that the use of assistive technology constitutes an unfair advantage for students with disabilities and hinders the educational process [54].
“Finally, there have been instances of students without any learning disabilities that state that the use of assistive technology constitutes an unfair advantage for students with disabilities and hinders the educational process [54].”
From Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities (2024) · cites this paper as [54]
The literature focuses on the issue of promoting ethical and responsible methods of integrating assistive tools, so that they can effectively and appropriately complement every part of the learning experiences for students [54].
“Finally, the literature also focuses on the issue of promoting ethical and responsible methods of integrating these assistive tools, so that they can effectively and appropriately complement every part of the learning experiences for the students [54].”
From Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities (2024) · cites this paper as [54]
Platforms developed with the assistance of AI have enabled teachers and educators to tailor their content and educational material to the specific needs and preferences of students with disabilities, promoting personalised instruction [50,54].
“As emphasised in the literature [50,54], platforms developed with the assistance of AI have enabled teachers and educators to tailor their content and educational material to the specific needs and preferences of students with disabilities, promoting the fostering of personalised instruction.”
From Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities (2024) · cites this paper as [54]
There is a significant difficulty in efficiently incorporating AI and VR technologies in teaching processes [54].
“There seems to exist a significant difficulty in efficiently incorporating AI and VR technologies in teaching processes [54]”
From Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities (2024) · cites this paper as [54]
The difficulty in incorporating AI and VR technologies can be explained through inadequate training teachers have received regarding utilisation of new technologies [50,54], as well as teachers' own doubts and fears surrounding the use of assistive technologies in their classes and the subsequent impact on their work [54].
“which can be explained both through the inadequate training teachers have received when it comes to the utilisation of new technologies [50,54], as well as through the teachers' own doubts and fears surrounding the use of assistive technologies in their classes, and the subsequent impact they would have in their work [54].”
From Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities (2024) · cites this paper as [54]
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- Authors
- McGrath, C., Cerratto Pargman, T., Juth, N., & Palmgren, P. J.
- Affiliations
- Stockholm University (SE)
- Uppsala University (SE)
- Karolinska Institutet (SE)
- Corresponding author
- McGrath, Cormac
- Venue
- Computers and Education: Artificial Intelligence
- Publisher
- Elsevier BV
- Published
- 2023
- Volume
- 4
- Pages
- 100139
- ISSN
- 2666-920X (ISSN-L)
- OpenAlex
- W4367048490
- Semantic Scholar
- abbd9b701038e2951540158928025808e8b32a3c
- Cited by
- 195
- References
- 50
- Citations by year
- 2026: 51 · 2025: 80 · 2024: 55 · 2023: 9
- FWCI
- 45.68
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Computers and Education Artificial Intelligence (publishedVersion, cc-by-nc-nd)
- Uppsala University Publications (Uppsala University) (submittedVersion, other-oa)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Marianne and Marcus Wallenberg Foundation
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Social Sciences › Safety Research › Ethics and Social Impacts of AI
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Keywords
- artificial intelligence in higher education, university faculty perceptions, university responsibility, artificial intelligence adoption, equity, AI knowledge, teacher attitudes toward AI, first-generation college students, students with learning disabilities
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