Date
8-20-2026
Department
School of Education
Degree
Doctor of Philosophy in Advanced Educational Studies (PhD)
Chair
Janet Vosen
Keywords
generative AI, course development, faith-based institution, higher education
Disciplines
Higher Education | Instructional Media Design
Recommended Citation
Huckstep-Spangler, Cassandra J., "Faculty Members' Lived Experiences Using Generative AI During Course Development at a Midwest Faith-Based Institution of Higher Education in the United States: A Phenomenological Study" (2026). Doctoral Dissertations and Projects. 8856.
https://digitalcommons.liberty.edu/doctoral/8856
Abstract
The purpose of this transcendental phenomenological study was to explore the lived experiences of course developers using generative AI during course development at a Midwest faith-based institution of higher education in the United States. The theory guiding this study was the Technology Acceptance Model and subsequent extensions to the model including TAM2 and TAM3 as it explores the perceived usefulness and perceived ease of use, contextual factors that align with social influence processes, and experiences with implementation interventions. The central research guiding this study was: What are the experiences of faculty members using generative AI during course development at a faith-based higher education institution in the Midwest? This qualitative research study utilized a transcendental phenomenological research design which consisted of 10 participants who were faculty members with experience using generative AI during course development at the Midwest faith-based institution of higher education in the United States. Data collection included individual interviews, physical artifacts, and focus groups. Data analysis was completed using systematic phenomenological data analysis process including epoché, phenomenological reduction and imaginative variation. Faculty members described their lived experience using generative AI during course development as an evolving experience that grew over time as they used AI tools, navigated the learning curve, engaged with their institutional community, and integrated their personal Christian faith. The faith-based institutional context made the lived experience of faculty members distinct, with faculty members framing their use of AI during course development as a tool whose ethical use is dependent upon the user’s discernment, integrity, and commitment to Christian values.
