Release:
2025. Vol. 11. № 4 (44)About the authors:
Roman R. Khuziakhmetov, Cand. Sci. (Soc.), Senior Lecturer, Department of General and Economic Sociology, Institute of Finance and Economics, University of Tyumen, Tyumen, Russia; r_o_m_a_n_14@mail.ru, https://orcid.org//0000-0003-0850-4716Abstract:
The widespread application of generative artificial intelligence systems among students determines the relevance of changing well-established approaches and methods of implementing educational process, as well as propels educators to professional development. However, the potential positive impact of AI on higher education is unexploited, as educators demonstrate its limited integration into their job. Article aims to identify barriers that hinder the use of AI-tools by educators in working with students. Qualitative research is built on the activity-based approach: the transformation of ways of organizing educational activity is studied in a combination of external stimuli and internal motivators, which made it possible to analyze variable individual experience and subsequently reconstruct perceptions and behavioral norms regarding the AI-tools that prevail in the pedagogical community. The empirical base is obtained during formalized interviews with educators, working at the University of Tyumen (n = 193). The data analysis method is content analysis. Research shows that the constructive implementation of AI is impeded by risk, image, and didactic barriers, which are complexly interrelated and exacerbate the negative effects of each other. Risk barriers manifest themselves in the refusal to use AI due to concerns about the quality of education. Image barriers are expressed in the use of AI to maintain professional status, but not to achieve new meaningful results. Didactic barriers are associated with a lack of competence in working with AI. Administrative recommendations for overcoming barriers are proposed based on the self-determination theory (SDT), which allows considering important factors of voluntary positive behavior change. The article substantiates the need to create collaborative spaces for the faculty members, contributing to the creation of environment which increases AI literacy, improves risk competence, supports experience exchange and mutual learning. A possible agenda for these meetings is provided.Keywords:
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