Background Artificial intelligence (AI) is fundamentally transforming higher education by enhancing pedagogical efficiency and administrative productivity. However, empirical evidence regarding faculty readiness and adoption patterns remains scarce within the Middle Eastern context. Objective This study investigated the levels of AI familiarity, usage patterns, and attitudes among faculty at the University of Buraimi, Oman, and examined the correlations between these variables to inform institutional policy. Method Utilizing a quantitative, cross-sectional design, a validated online questionnaire was distributed to 92 faculty members ( n = 92) across four academic colleges. The instrument assessed AI familiarity, usage, and attitudes on a 7-point Likert scale (Cronbach's alpha = .857). Data were analyzed using descriptive statistics and Pearson correlation coefficients. Results Participants exhibited moderate levels of AI familiarity (M = 24.84, SD = 4.92) and usage (M = 22.47, SD = 5.80), while maintaining notably positive attitudes toward AI integration (M = 50.12, SD = 8.34). Significant positive correlations were identified between AI familiarity and usage ( r = .573, p .001), familiarity and attitude ( r = .427, p .001), and usage and attitude ( r = .473, p .001). These findings indicate a significant “willingness-usage gap”, where positive attitudes precede technical proficiency. Conclusion The results suggest that faculty familiarity and practical experience are primary determinants of technology acceptance. To align with the digital transformation goals of Oman Vision 2040, higher education institutions should prioritize role-specific AI literacy programs and robust institutional support frameworks to bridge the gap between psychological readiness and practical application. These findings highlight a contextualized “willingness–usage gap”, where positive psychological readiness precedes technical proficiency, offering institution-level strategic insight.
Natarajan et al. (Wed,) studied this question.