Behind the scenes: Unveiling enabling educators' attitudes towards GenAI

In recent years, discussions surrounding the integration of Generative AI (GenAI) into higher education have intensified. Universities are proactively developing policies to balance maintaining academic integrity with empowering educators to seamlessly incorporate GenAI into teaching methodologies, curriculum design, and assessment tasks. Among the applications of GenAI, large language models (LLMs) offer unique opportunities to enhance language proficiency and academic performance. However, it is crucial to address concerns regarding academic integrity and ensure that the use of LLMs contributes positively to the development of students' skills, rather than replacing their critical thinking and learning processes. This research study, undertaken by members of the GenAI Special Interest Group, aims to uncover Enabling educators’ attitudes toward GenAI tools and their receptiveness to using AI-generated content in teaching. Data collected through surveys will examine educators’ perceptions of potential barriers to or facilitators of implementing GenAI in educational settings. Anecdotal evidence reveals a range of emotions among academics regarding students’ use of GenAI. This study begins with the premise that there are Traditionalists, who see it as a threat to academic integrity, Progressives, who view it as a valuable educational tool, and the Uncertain, who are unsure of the role GenAI will play in education and its future implications. This presentation will expand on the findings of this study to determine whether these perspectives accurately reflect current attitudes or require updating in light of evolving technologies and educational practices.