.png)
Report reveals faculty are unsure of value of EdTech and AI, and they contribute to faculty burnout
A new national survey of hundreds of higher education faculty found they face difficulties adopting EdTech and AI tools, question the technology’s value, and experience increased levels of professional burnout because of technology. Further, although faculty feel positive about certain features of tech-enabled learning, two-thirds indicated higher ed is moving in the wrong direction. Finally, teaching methods matter: a greater number of online-teaching faculty (42%) feel positive about higher ed’s direction than those teaching students in person (20%).
These are among the top findings of the third annual CIN Faculty EdTech Survey by WGU Labs, the research, development, and innovation arm of Western Governors University.
The uncertainty revealed in the survey highlights the frustrations higher education faculty feel about increased technology use overall and, specifically, continued skepticism about AI in instruction.
The survey also looked at whether technology has affected faculty’s day-to-day roles, mental health, well-being, and job satisfaction. Unsurprisingly, faculty are not immune to the burnout other professions experience:
- More than three-quarters (79%) of faculty felt they were “always on the job” due to technology
- 64% of faculty said technology made it hard for them to take a break from work or their students
- 41% reported burnout and 39% emotional exhaustion from their work
"While these tools are designed to make lives easier, there is still much to learn about how they impact learning, skill-building, and mental health," said Dr. Omid Fotuhi, director of learning innovation at WGU Labs. "Faculty are seeking information, ethical guidance, and technical training to ensure these tools are integrated in a beneficial and appropriate way."
Additional key findings include:
- Only 42% of faculty believe AI tools will have a positive impact on faculty experiences
- Half (49%) report they don’t use AI tools in the classroom
- 43% believe it is unethical for students to use ChatGPT in coursework
- STEM faculty (science, technology, engineering, and math) and faculty teaching online reported more positive attitudes toward AI compared to their peers
- Over half (56%) of in-person faculty do not incorporate any AI tools into their content whereas only 42% of faculty who teach online asynchronously reported not using any AI technology in their curriculum
These findings show clear opposition among higher education faculty to AI and EdTech tools in instruction and coursework, even as AI is quickly becoming a fixture in daily life and is a highly sought-after tool in the workforce. With employers willing to pay higher wages for employees skilled with AI, it’s vital students receive some form of AI literacy to achieve in future careers.
"It is imperative institutions provide the support, training, and guidance necessary for all faculty to effectively incorporate AI and other technologies into their teaching," said Jason Levin, executive director of WGU Labs. "Our findings suggest faculty offering online instruction and teaching in STEM fields show a greater willingness and likelihood of incorporating AI into their instruction, revealing that students in such learning environments or courses may be at an advantage in gaining greater AI literacy. Other programs will have to ensure their graduates are prepared and can compete."
WGU Labs’ third annual CIN Faculty EdTech Survey included insights from hundreds of faculty at community colleges; online, not-for-profit colleges; and public institutions. Additional findings and guidance for institutional leaders and faculty instituting EdTech and AI tools are available in the full report, which can be downloaded at www.wgulabs.org/posts/2024-cin-faculty-edtech-survey-edtech-and-the-evolving-role-of-faculty.
About College Innovation Network
The College Innovation Network (CIN) at WGU Labs is a grant-funded, research-oriented initiative that connects institutions with the best solutions to ensure student belonging, engagement, and equity. CIN supports educational institutions by identifying areas of need, supporting the implementation of effective education technology for students, and evaluating impact through research. Our goal is to have a meaningful impact on higher education at large through the evaluation of impactful solutions that promote belonging, engagement, and equity. For more information, visit https://www.wgulabs.org/services/college-innovation-network.
About the CIN EdTech Survey Series
The CIN EdTech Survey Series aims to generate valuable insights that help institutions understand how administrators, faculty, and students experience EdTech. These insights can be applied to improve faculty and student experiences, and ultimately bolster the impact of EdTech across the sector. Queries about the EdTech Survey Series can be addressed to info@wgulabs.org.
