Factors influencing the adoption of generative artificial intelligence tools by university professors
DOI:
https://doi.org/10.56200/mentor.v5i15.13605Keywords:
Artificial intelligence, adoption, faculty, university, technologyAbstract
The adoption of generative artificial intelligence by university faculty does not depend solely on technological access, as various pedagogical, personal, ethical, social, and institutional factors intervene within university contexts. The objective of this article was to analyze the factors influencing the adoption of generative artificial intelligence tools by university professors, considering their experiences, perceptions, motivations, institutional conditions, and criteria related to their integration into academic practice. A qualitative descriptive-interpretive study was conducted with 15 professors from three universities in Quito, using semi-structured interviews, purposive sampling, and primarily inductive thematic analysis to interpret their experiences, perceptions, and decisions. Adoption was influenced by perceived usefulness, competencies, trust, ethical considerations, peer influence, and institutional conditions, with different levels of integration depending on each professor and the academic purpose of use. The sustainable integration of generative artificial intelligence requires pedagogical intentionality, faculty training, professional autonomy, academic responsibility, and appropriate institutional governance.
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Copyright (c) 2026 Roxanna Michele Mosquera Sarmiento , Diego Adrián Alomoto Guzmán , Joselyn Tatiana Nacimba Llumiquinga , Paulina Fernanda Chamorro Panchis , Héctor Iván Guerrero Gallardo
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