Exploring Spanish University Professors’ Intentions to Use Generative Artificial Intelligence Tools in Teaching

One of the most significant, controversial, and disruptive changes that universities have faced in recent years is the development of generative artificial intelligence (GAI) tools. These tools can be used by students to enhance and/or simplify their learning processes, but they can also be used by instructors to improve their teaching and assessment practices. While there are substantial benefits to using these tools in teaching, there are also notable uncertainties, fears, and risks. For this reason, it is important for university administrators to have information about faculty attitudes and intentions regarding the use of GAI in their teaching roles. In this context, and based on traditional models of technology acceptance, the main objective of this study has been to explore the acceptance of GAI tools among university faculty in Spain, with a particular focus on identifying the factors that influence their intention to use this technology. The results show that perceived usefulness, perceived ease of use, social norms, and certain aspects of teaching commitment positively influence this intention to use. Conversely, perceived risks have a negative impact on such intention. Based on these findings, university administrators can derive some guidance or recommendations for their GAI dissemination and acceptance strategies in educational settings.