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As AI disrupts industries worldwide, higher education is at a tipping point. Faculty are grappling with rapidly advancing technologies like ChatGPT, facing unprecedented challenges in teaching and learning environments. If institutions fail to engage faculty in these crucial conversations now, they risk falling behind in preparing students for the workforce of tomorrow.
WGU Labs has been tracking the faculty experience with EdTech since 2021 through a series of faculty surveys across a diverse set of institutions. The third edition of the survey gauged:
- Faculty perceptions and interactions with EdTech
- Influences on faculty’s perceived value of EdTech
- Faculty feelings toward and use of AI
- Potential negative effects of EdTech on faculty
The survey of more than 300 faculty revealed four takeaways that can help institutions improve how they plan and implement EdTech while supporting faculty. In the following, we explore these takeaways, why they matter for institutions, and how university leaders might approach solutions.
Takeaway 1: Faculty Expect More Tech in the Classroom But Are Pessimistic About the Future of Higher Ed
Faculty members acknowledged that EdTech is here to stay, with 92% expecting to use more education technology tools in class. Consistent with the past findings, faculty see the value of EdTech, with 79% feeling positive about offering more modality and credential options to students. Sixty-seven (67) percent of faculty expected that these changes would result in courses becoming more standardized, and 58% believed that they would have less autonomy over their course design. However, 37% said they believe students will have lower-quality learning experiences in the future, and 36% believe the value of higher education will decrease.
Why this matters
Faculty are on the front lines of tech-enabled technological change, yet many are ambivalent about the future of an increasingly tech-enabled higher education. This disconnect between EdTech adoption and faculty outlook highlights the need for more engagement and proactive support from university leaders.
Takeaway 2: Teaching Online vs. In-person Influences Faculty View of Tech
Mixed feelings about the direction of higher education are tied to the faculty’s primary teaching modality. Only 20% of faculty who teach in person agreed that higher education was headed in the right direction, compared to over 42% of faculty who teach online asynchronously. Further, over 45% of faculty teaching face-to-face believe the value of higher education will decrease and that students will have lower-quality education experiences in the future, compared to less than 31% of faculty teaching online asynchronously share this outlook.
Why this matters
Positive attitudes among online faculty may stem from working in supportive tech-enabled educational systems, making them comfortable with innovative teaching formats. Higher education leaders should provide training on technologies that faculty, especially those teaching in person, can leverage to enhance the learning experience — both in and outside the classroom. For example, a recent study at Harvard showed AI’s potential to provide one-on-one tutoring as a supplement to in-person instruction, improving learning outcomes for students. By focusing on the ways AI can amplify, not replace, the work of faculty, institutions may be able to improve faculty outlooks.
Takeaway 3: The Majority of Faculty Don’t Use AI Tools and Less Than Half Believe AI Will Have a Positive Impact
The sample shows faculty are not enthusiastic about using AI in teaching and learning. Only 42% believe that AI tools will have a positive impact on faculty experiences, and 49% report they do not use AI tools in the classroom. Additionally, 43% believe that it’s unethical for students to use ChatGPT in their coursework, highlighting oppositional views on the role of AI in education.
Why this matters
AI is quickly becoming a fixture in our lives and a highly sought-after tool for companies, with employers willing to pay higher wages for employees who are skilled with AI. And yet, little training is offered to faculty and students on AI literacy or support for AI-tech adoption. In order to meaningfully increase AI usage among faculty and students, institutions must provide the support, training, and guidance necessary for all faculty to effectively incorporate AI into their teaching to provide opportunities for students to leverage AI in applied settings. For example, a study by Stanford University found that faculty who received targeted AI training were 30% more likely to incorporate AI tools effectively into their teaching, suggesting the importance of structured professional development.
Takeaway 4: Tech Fatigue Is a Key Driver of Faculty Burnout
Seventy-nine (79) percent of faculty felt they were constantly “on the job” because of technology, and 41% reported burnout. There is a significant correlation between the nature of tech-enabled work and burnout — the more faculty agreed that technology made it difficult for them to take a break from work, the more they felt both burned out and emotionally exhausted from their work.
Why this matters
Since the rapid acceleration of technology adoption, faculty — like other professions — have been inundated with different tools and relentless pressures to engage with, learn about, and adopt new technologies. Administrators need to take time to assess rapid EdTech advancement and develop more deliberate digital strategies to understand what tools work and what tools need to be removed to facilitate a better learning experience for students and a more supportive teaching environment for faculty.
Fostering Sustainable EdTech-Enabled Environments
As technology advances, the role of faculty in the classroom is rapidly evolving. They are dealing with an uncertain future, tech fatigue, and shifting responsibilities. To support faculty in adopting EdTech while preventing burnout, institutions should establish systems for feedback, guidance and support, and community-wide conversations. Additionally, institutions should conduct technology audits and develop clear standards and expectations to prevent technology fatigue and burnout, which can affect job satisfaction and retention. Doing so is critical not only to retaining educators but also to providing high-quality learning experiences to their students.
Summary
In the face of rapid technological change, higher education leaders must prioritize faculty engagement to ensure a successful transition to tech-enabled teaching. By providing targeted training, establishing clear AI guidelines, and engaging faculty in the decision-making process, institutions can reduce tech fatigue and empower faculty to leverage these tools effectively. Faculty are essential partners in shaping the future of education, and with the right support, they can turn challenges into opportunities, enhancing both the teaching experience and student outcomes.
The 2024 CIN Faculty EdTech Survey report provides a more in-depth analysis of these findings and offers specific steps institutions can take. Download the report.
