Practice-based teaching using an AI platform to strengthen faculty competency

Abstract

This research aimed to i) analyze faculty members’ knowledge, understanding, and skills in using AI for practice-based teaching enhancement, ii) evaluate factors affecting faculty readiness in integrating AI into teaching processes, and iii) design and develop an AI platform to enhance faculty competency in practice-based teaching. The questionnaire, validated by five experts, was administered to 200 respondents divided into two groups: 100 faculty members from public universities and 100 from private universities. Comparative analysis revealed that public university faculty and private university faculty statistically significant differences in challenges and concerns at the 05 level, with public university faculty expressing higher concerns. Significant differences were found in AI experience and skills, attitudes toward AI use, and challenges and concerns. However, no significant differences were observed in three other areas: AI knowledge and understanding, AI readiness, and belief in AI’s effectiveness for practice-based learning enhancement. Data from both groups were utilized in designing and developing the AI platform to enhance practicebased teaching competency in higher education. Expert evaluation of the platform’s suitability showed high levels of demand for the AI platform and high appropriateness of the technology used in platform development.