Perceptions and Attitudes of Lecturers Towards Emergence of Artificial Intelligence in Zimbabwe State Universities

Artificial Intelligence (AI) is bringing enormous changes in various sectors across the globe, and the tertiary education sector is not an exception as it is affected immensely. Understanding lecturers’ perspectives and attitudes towards the emergency of AI is paramount because it enables effective integration of AI tools into the educational system. This study sought to explore the perceptions and attitudes of lecturers towards the emergence of AI in Zimbabwe State Universities. Qualitative research methodologies were employed and in-depth interviews were conducted with lecturers from Zimbabwe State Universities in all faculties. The interviews were conducted to obtain lecturers’ insights, expectations, and concerns regarding the integration of AI in the tertiary education context. The study focuses on several key areas of concern including lecturers’ awareness and understanding of AI, realized and perceived benefits and challenges associated with integrating AI into teaching and learning, and their attitudes towards AI’s potential impact on the overall teaching and learning process. The findings provide valuable insights regarding the awareness and readiness of lecturers in Zimbabwe State Universities to embrace AI tools, identifying potential challenges impeding the successful integration of AI in teaching and learning. More so, these findings contribute to the extant literature on AI in tertiary education, particularly in the context of Zimbabwe State Universities. Policymakers, higher and tertiary education institutions, and relevant stakeholders can develop appropriate strategies and support frameworks to enable the effective adoption and utilization of AI tools in tertiary learning institutions.