Research Summary: Assessing faculty self-perceived knowledge in using generative AI to teach 21st-century skills

A study assessing faculty self-perceived knowledge regarding the integration of Generative AI (GenAI) into higher education revealed varying levels of confidence across different domains. While faculty reported high self-perceived knowledge in traditional areas such as pedagogical, content, and pedagogical content knowledge, there was a noted deficiency in self-perceived knowledge related to technology.

Why it matters

This analysis highlights a critical gap in the technological proficiency of educators, which could impede the effective integration of emerging technologies like Generative AI into teaching methodologies. Addressing this disparity is crucial for institutions aiming to equip future generations with 21st-century skills and maintain educational relevance.

Key insights

• The study utilized the TPACK-21 framework to assess faculty self-perceived knowledge in GenAI integration for teaching 21st-century skills.
• A survey was conducted with 127 faculty members at a large Southern U.S. university.
• Faculty reported high self-perceived knowledge in traditional domains including pedagogical knowledge, content knowledge, and pedagogical content knowledge.
• Lower self-perceived knowledge was observed in technology-related domains when integrating GenAI.
• Relationships between perceived knowledge and gender, age, and appointment type were analyzed using descriptive statistics, one-way ANOVAs, and Pearson correlation coefficients.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1913310