Jansirani Natarajan

University of Buraimi, Oman

Abstract Title:

Artificial Intelligence Awareness and Adoption Among University Faculty: A Cross-Sectional Study at the University of Buraimi, Oman

Biography:

Dr Jansirani Natarajan has completed her PhD at the age of 46 years from the University of South Africa and is currently working as an Assistant Professor at the University of Buraimi. She has published more than 25 papers in reputable Scopus-indexed journals and has served as an editorial board member of repute.

Research Interests:

Introduction: Artificial Intelligence (AI) is rapidly transforming higher education by reshaping teaching, learning, assessment, and administrative practices. Faculty members are increasingly adopting AI for administrative tasks, curriculum development, and personalized learning. However, concerns regarding ethical implications, reliability, and the need for professional training continue to influence AI adoption. In Oman, understanding faculty perceptions and utilization of AI is essential to support the educational transformation envisioned in Oman Vision 2040. This study aimed to assess the relationship between faculty members' knowledge and familiarity with AI and their use of AI technologies at the University of Buraimi.
Methods: A descriptive cross-sectional study was conducted among faculty members from four colleges at the University of Buraimi. Using a convenience sampling technique, data were collected from 92 faculty members during September and October 2025. AI familiarity, knowledge, and usage were measured using a standardized questionnaire developed by Harris (2024). Data were analyzed using IBM SPSS Statistics version 30. Descriptive statistics, including means and standard deviations, were used to summarize the findings.
Results: Faculty members demonstrated good familiarity with AI and its applications in higher education (Mean = 5.17, SD = 1.17) and reported confidence in using AI technologies in their courses (Mean = 5.05, SD = 1.35). Knowledge of AI technologies (Mean = 4.80, SD = 1.22), awareness of recent AI developments (Mean = 4.79, SD = 1.43), and engagement in keeping up with AI advancements (Mean = 5.01, SD = 1.27) were moderate to high. Among AI applications, plagiarism detection software was the most frequently used tool (Mean = 5.58, SD = 1.63), followed by learning management system analytics to monitor student engagement (Mean = 4.89, SD = 1.67). Overall, AI use in teaching was moderate (Mean = 4.47, SD = 1.59). Lower utilization was observed for adaptive learning or intelligent tutoring systems (Mean = 4.07, SD = 1.83) and automated essay scoring tools (Mean = 3.47, SD = 1.94), indicating slower adoption of advanced AI-supported instructional technologies.
Conclusion: Faculty members demonstrated favorable familiarity and confidence regarding AI; however, the integration of advanced AI applications into teaching and assessment remains limited. The findings underscore the need for targeted faculty development programs, institutional policies, and technical support to promote the effective and ethical integration of AI into higher education, thereby supporting the goals of Oman Vision 2040.

Keywords: AI awareness, AI adoption, University Faculty