Perceptions and uses of artificial intelligence among university teaching staff: an analysis from a gender perspective

Abstract

Introduction: This article analyses university professors' perceptions of using artificial intelligence (AI) in teaching and learning processes from a gender perspective. The main objective is to explore how AI tools are used in teaching activities and examine possible gender differences in professors' attitudes and concerns regarding their impact.
Methodology: A questionnaire was administered, completed by 133 university professors from various academic fields. The questionnaire incorporated a gender perspective approach to identify patterns in the use of and attitudes toward AI.
Results: The data show widespread use of AI tools among university professors, with moderate differences in attitudes and concerns between men and women. Although these differences are not statistically significant, trends such as greater caution and critical reflection among female professors regarding the impact and use of AI in teaching and learning processes are observed.
Discussion/Contribution: Although this research cannot generalize its findings to all university professors, the high number of responses and the disciplinary diversity provide valuable empirical information in a poorly studied field. The results highlight the need to develop training and institutional strategies that promote AI’s ethical, inclusive, and effective use in higher education.