University Teachers’ Views on the Adoption and Integration of Generative AI Tools for Student Assessment in Higher Education

Irresponsible use of AI tools in assessment undermines academic integrity and threatens the reputation of educational institutions.

“Irresponsible use of AI tools in assessment undermines academic integrity and threatens the reputation of educa -tional institutions [ 58 ].”

Promoting critical engagement with AI-generated content fosters an educational environment where AI functions as a learning partner rather than a replacement for human cognition.

“This approach fosters an educational environment where AI functions as a learning partner rather than a replacement for human cognition [ 58, 100 ].”

Teachers' interpretations position them as active agents in digital transformation rather than passive technology users.

“These interpretations position teachers as active agents in digital transformation rather than passive technology users, offering an important contribution to a literature largely focused on higher education (Ayyoub et al., 2025;Khlaif et al., 2024).”

This study offers an important contribution to a literature largely focused on higher education.

“These interpretations position teachers as active agents in digital transformation rather than passive technology users, offering an important contribution to a literature largely focused on higher education (Ayyoub et al., 2025;Khlaif et al., 2024).”

Teachers' perceived shift in professional identity is consistent with international literature framing AI as a catalyst for rethinking teacher agency and professional roles.

“This interpretation is consistent with international literature that frames AI as a catalyst for rethinking teacher agency and professional roles (Khlaif et al., 2024).”

By focusing on K-12 teachers in Türkiye, this study addresses a notable gap in the literature, which has largely prioritized higher education contexts and technology-centered analyses.

“By focusing on K-12 teachers in Türkiye, this study addresses a notable gap in the literature, which has largely prioritized higher education contexts and technologycentered analyses (Hamamra, Khlaif & Mayaleh, 2025;Khlaif et al., 2024).”

Performance expectations and effort expectations significantly influence students' willingness to integrate ChatGPT into their learning practices.

“performance expectations and effort expectations significantly influence students’ willingness to integrate ChatGPT into their learning practices (Khlaif et al., 2024).”

Both positive and negative emotions significantly impact learning satisfaction.

“Both types of emotions significantly impact learning satisfaction (Jin et al., 2025; Khlaif et al., 2024; Kim, 2023).”