Advancing higher education with GenAI: factors influencing educator AI literacy
Open accessAbstract
Artificial Intelligence (AI) literacy has emerged as a critical skill across various disciplines and industries, including education. This study aimed to identify the factors that influence educators' AI literacy and to examine the relationships among these factors. A sequential mixed methods approach was used to investigate the factors influencing faculty members' AI literacy, with qualitative data collected from 33 faculty members through focus group discussions and semi-structured interviews. Quantitative data were then gathered using the finalized survey instrument, completed by 538 faculty members from diverse disciplines and higher education institutions in Palestine. Data analysis was conducted using Smart PLS. The findings revealed several key factors that impact educators' AI literacy, including AI competencies, perceived usefulness of AI, ease of use, professional development, and community support. Additionally, prior experience with technology played a significant role in developing AI literacy. While the study's mixed methods design provided depth, one limitation was that the qualitative phase involved a relatively small sample. Future research should further explore the broader implications of AI in education and its integration across various academic fields.
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The adoption of GenAI tools was positively associated with institutional and community support, autonomy and competence.
“For example, the adoption of GenAI tools was positively associated with institutional and community support, autonomy and competence (Ayyoub et al., 2025;Wut et al., 2025).”
From An integrated AI literacy framework for higher‑education teachers: a critical review and conceptual synthesis (2026) · cites this paper as Ayyoub et al., 2025
The Discussion reports that community support positively relates to educators’ AI literacy and competencies, and describes competencies as mediators in AI adoption. It does not report a positive association between adoption and autonomy; its measured outcome is primarily AI literacy rather than adoption of GenAI tools. (LLM, conf=0.86)
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Nam, N. T. H. (2026) · Journal of Artificial Intelligence and Technological Development · doi:10.59324/jaitd.2026.2(4).05
Porwal, S., & Yadav, A. (2026) · Review of Artificial Intelligence in Education · doi:10.37497/rev.artif.intell.educ.v7ii.1380
Exploring awareness and use of AI tools among university teachers in Nepal: a qualitative study
Chapai, K. P. S., Kandel, R. K., & Joshi, D. R. (2026) · Cogent Education · doi:10.1080/2331186x.2026.2715835
Khlaif, Z. N., & Hamamra, B. (2026) · JMIR Medical Education · doi:10.2196/105172
Self-citationAtta, A., & Kosar, H. (2026) · International Journal of Emerging Multidisciplinaries Social Science · doi:10.54938/ijemdss.2026.05.1.768
“Structured AI-literacy training should be made a part of the curriculum in universities, as mere awareness doesn't mean effective and responsible use (Kong et al., 2021, 2023; Ayyoub et al., 2025).”
Charaan, R. M. D., Ganapathy, S., Nalini, T., Therasa, P. R., Siddik, S., & Jayakumar, M. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-2600-4050-8.ch004
Bi, T., Dalelovna, S. A., Lyu, A., & Xiu, S. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1890508
Cortés, L. E. P., & Kellam, H. (2026) · Springer eBooks · doi:10.1007/978-3-032-24819-0_13
Rodríguez-Montoya, C., Garrido, L. E., & VanderLinde, G. (2026) · Discover Education · doi:10.1007/s44217-026-02175-5 · Cited by 2 · see citing works
“Advancing higher education with GenAI: factors influencing educator AI literacy Ayyoub et al. [10] Identifies key factors influencing GenAI literacy: ethical awareness, access equity, prior training, and perceived usefulness.”
Enhancing the Data Science Competency Framework for the Era of Generative AI
Holtkemper, M., Opel, S., Potanin, M., Golz, T., Krämer, J., & Beecks, C. (2026) · Communications in computer and information science · doi:10.1007/978-3-032-39103-2_21
Authentic Assessment and Assessment-for-Learning in the Generative AI Era
Charles, T., & Abukhalaf, S. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-8939-4.ch006
Ng, J. Y., Al-Khafaji, W. A.-Z., & Moher, D. (2026) · Research Integrity and Peer Review · doi:10.1186/s41073-026-00250-x
“Students and postdoctoral fellows cannot be expected to use GenAI responsibly if their supervisors and instructors lack guidance, RPO-level GenAI education should extend to faculty and research mentors, not only learners [45].”
Kızıltaş, Y. (2026) · Psicologí a Educativa · doi:10.5093/psed2026a23
Alenezi, A. F. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1934276
Jumasseitova, A. K., Potluri, R. M., & Khussainova, M. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.2002812
Zhang, J., Wang, S., Huang, Y., & Zhang, L. (2026) · Educational Technology Research and Development · doi:10.1007/s11423-026-10752-6
- Authors
- Ayyoub, A. M., Khlaif, Z. N., Shamali, M., Abu Eideh, B., Assali, A., Hattab, M. K., Barham, K. A., & Bsharat, T. R. K.
- Affiliations
- An-Najah National University (PS)
- International Islamic University Malaysia (MY)
- Corresponding author
- Khlaif, Zuheir N.
- Venue
- Frontiers in Education
- Publisher
- Frontiers Media SA
- Published
- 2025-05-12
- Volume
- 10
- ISSN
- 2504-284X (ISSN-L)
- OpenAlex
- W4410281927
- Cited by
- 44
- References
- 57
- Citations by year
- 2026: 32 · 2025: 12
- FWCI
- 45.98
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Frontiers in Education (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Information Systems › Digital literacy in education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Keywords
- AI literacy, generative AI, university faculty, educators, AI competencies, perceived usefulness, ease of use, technology acceptance, professional development, community support, Palestine
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