Keywords
higher education
instructors
confidence
knowledge
How to Cite
Abstract
This study examined whether a generative artificial intelligence (genAI) training module improved instructor knowledge and confidence in integrating genAI into teaching with higher education instructors in a large Canadian polytechnic institution. Using a quantitative design, two surveys measured changes pre- and post-module among instructors (n=55; follow-up n=20). Independent samples t-tests revealed significant gaps in nine knowledge items and six confidence items, with five paired items showing concurrent improvement. Notably, enhancements were strongest in areas such as citation practices, prompt engineering, and assignment design. While knowledge generally increased, confidence gains were less consistent, particularly for complex ethical topics. Findings suggest targeted training might advance higher education instructors' AI literacy and readiness for responsible AI integration, although further research is needed to explore confidence gaps and sustain instructor engagement with AI.
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