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Abstract

The evolving state of Artificial Intelligence (AI) poses significant challenges for faculty in higher education when dealing with academic integrity issues related to student use of AI for course assignments. Students’ utilization of AI contributes to a variety of factors related to faculty perceptions of expectations for AI use in the classroom and how they should approach issues pertaining to academic integrity. While research exists relating to job satisfaction of higher education faculty and expectations regarding technology and AI use in the classroom, research is also limited regarding the effects of AI and academic integrity on the perceptions of expectations of Christian faculty in higher education and their job satisfaction. This study collected data from seven faculty at a southeastern Christian institution of higher education. Each faculty member participated in interviews, journal entries, and written group discussion threads on the topics of AI and academic integrity. Researchers found that they could categorize this data into three major emerging themes contributing to faculty perceptions of AI and academic integrity: 1) responsibility, 2) policy, and 3) Christian worldview. Researchers found that this study provides a clear contribution to the understanding of the significance of the use of AI and its relationship to academic integrity and its impact on higher education faculty, especially those working at a Christian university.

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