Date
4-7-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Jerry Pitts
Keywords
Artificial Intelligence in Education, Higher Education Mathematics, AI Integration in Teaching, Mathematics Pedagogy, Faculty Experiences, Instructional Design, Phenomenological Research
Disciplines
Education
Recommended Citation
Moreau, Taylor Victoria, "Exploring Mathematics Faculty Perceptions of Instructional Design in AI-Integrated Tools: A Phenomenological Study" (2026). Doctoral Dissertations and Projects. 8150.
https://digitalcommons.liberty.edu/doctoral/8150
Abstract
The purpose of this transcendental phenomenological study was to explore the lived experiences of higher education mathematics faculty implementing artificial intelligence tools in their classrooms. The theory that guided this study was Piaget’s cognitive learning theory, which emphasizes that learners absorb knowledge by building upon previous understandings and experiences. The central research question guiding this study is: What are the lived experiences of mathematics faculty in higher education who utilize AI tools to support instructional design in their classrooms? Purposeful sampling was used to recruit full-time or visiting mathematics faculty members from four-year colleges and universities in the eastern United States. The study required participants who currently employed AI tools in their mathematics pedagogy. AI tools encompass a wide range of applications, from adaptive learning tools to tutoring programs and assessment software. The data was collected through an online discussion board, individual interviews, and focus group interviews. The data was then analyzed using Moustakas’ transcendental phenomenological method. This was achieved by identifying significant statements in interviews, clustering common themes, and developing textual and structural descriptions of participants.
