10th U6+ Consortium of African Universities International Conference

The rapid growth of generative artificial intelligence (AI) technologies, particularly large language models such as ChatGPT, is transforming higher education globally. However, the adoption of these technologies within universities remains inconsistent, influenced by faculty members’ perceptions, emotional responses, behavioral intentions, AI literacy, and institutional support systems. This study examined university teaching staff’s attitudes, knowledge, practices, and concerns regarding the use of generative AI technologies in higher education. Specifically, it assessed cognitive beliefs, emotional experiences, behavioral intentions, AI literacy, training exposure, and perceptions related to academic integrity. Using a cross-sectional survey design, data were simulated using 500 academic staff drawn from public and private universities. Latent Profile Analysis (LPA) was employed to identify distinct response patterns, while multinomial logistic regression examined predictors of profile membership. Findings revealed three distinct faculty profiles: AI Enthusiasts (28.4%), characterized by strong cognitive perceptions (M = 4.21, SD = 0.58) and high adoption intentions (M = 4.34, SD = 0.51); Cautious Adopters (32.6%), who demonstrated moderate engagement but elevated academic integrity concerns (M = 4.02, SD = 0.71); and AI Skeptics (22.8%), characterized by low cognitive perceptions (M = 2.34, SD = 0.72) and negative emotions. Overall, 67.8% of respondents reported prior AI use, yet only 31.2% had received formal training, while 43.6% lacked awareness of institutional AI policies. Significant differences were observed across all profiles (p < 0.001), with institutional support emerging as a critical factor influencing adoption. The findings underscore the need for targeted AI literacy programs, clear institutional policies, and responsible strategies for AI integration in higher education.