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<p>Generative AI such as ChatGPT has become prevalent in teaching higher education courses. There is a need to examine the perceptions of faculty to understand their decision in using ChatGPT. To address this gap, this study examined the generation cohort differences in relation to generative AI using Generation Cohort Theory. Further, this study also examined self-efficacy and innovativeness as positive predictors of the use of ChatGPT, using the theoretical frameworks of Social Cognitive Theory and Diffusions of Innovation. This study recruited 150 faculty participants from higher institutions in Texas using a convenience sampling approach. Chi-square results indicated that Generation Y and Generation X faculty were more likely to use generative AI in comparison to other generation cohorts. Generation Y faculty were also the most likely to incorporate ChatGPT in their assignments than other cohorts. Regression results also showed that self-efficacy and innovativeness were positive predictors of the use of ChatGPT in the classroom. Implications are also offered for education stakeholders.</p>

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ChatGPT Adoption in Higher Education: A Study of Faculty Generation Cohort, Self-Efficacy, and Innovativeness

  • 期刊论文

  • 发表日期：

    2025年6月7日

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  • Leslie Ramos Salazar,
  • Shanna Peeples

摘要

Generative AI such as ChatGPT has become prevalent in teaching higher education courses. There is a need to examine the perceptions of faculty to understand their decision in using ChatGPT. To address this gap, this study examined the generation cohort differences in relation to generative AI using Generation Cohort Theory. Further, this study also examined self-efficacy and innovativeness as positive predictors of the use of ChatGPT, using the theoretical frameworks of Social Cognitive Theory and Diffusions of Innovation. This study recruited 150 faculty participants from higher institutions in Texas using a convenience sampling approach. Chi-square results indicated that Generation Y and Generation X faculty were more likely to use generative AI in comparison to other generation cohorts. Generation Y faculty were also the most likely to incorporate ChatGPT in their assignments than other cohorts. Regression results also showed that self-efficacy and innovativeness were positive predictors of the use of ChatGPT in the classroom. Implications are also offered for education stakeholders.