The purpose of this study was to propose implications for the effective utilization of AI education by analyzing university instructors’ perceptions and competency needs related to AI education. To this end, an online survey was conducted targeting professors at University A, focusing on their perceptions and needs regarding the use of AI in education. The collected data were analyzed using independent samples t-tests, one-way analysis of variance (ANOVA), and the Locus for Focus model. First, perceptions regarding the use of AI education in the public education sector were high across all items, including the need for AI-based education to help students prepare for university admission, improve learning outcomes, support career development, and promote the spread of AI-based technologies. Second, those with prior experience using AI tools showed the highest willingness to implement AI-based education in the future. However, support for resolving technical issues when using AI tools was found to be the lowest. Third, in terms of instructors' competency needs for utilizing AI education, the perceived future need exceeded the current performance across all competency areas. Among them, AI ethics practice competency and AI instructional design competency were identified as top-priority areas. This study is significant in that it provides field-oriented, practical implications for the effective implementation of AI education in the university setting. The findings are expected to serve as a foundation for developing specific strategies to support teaching and learning using AI in higher education.
Insook Kim (Mon,) studied this question.