Faculty and administrative perspectives on artificial intelligence tool integration in higher education using cultural historical activity theory

This study explores faculty and administrative perspectives on the use of artificial intelligence (AI) in higher education at Zayed University–Abu Dhabi, within the College of Technological Innovation. Cultural-Historical Activity Theory (CHAT) is used as an interpretive lens to examine how faculty perceive both the opportunities and challenges associated with AI tool integration, particularly in relation to student engagement and learning. Semi-structured interviews were conducted with faculty members and senior administrative staff to explore perceived benefits, risks, and institutional expectations surrounding AI use. Participants perceived AI as having the potential to support personalized learning and reduce administrative workload, while also raising concerns regarding ethics, assessment integrity, digital dependence, and uncertainty surrounding institutional policy. Several systemic tensions emerged across CHAT components, reflecting misalignments between tools, rules, roles, and expectations in AI-supported teaching. The study highlights the need for clear regulatory frameworks, professional development, and ongoing dialogue to guide ethical and pedagogically grounded AI adoption. These findings contribute to current discussions on how faculty and administrators perceive AI integration in higher education and the conditions required to support responsible and educationally meaningful implementation. This study examines faculty and administrator perceptions and does not directly measure student engagement or learning outcomes. Clinical trial: Not applicable.