A Study about University Teachers’ Intentions Regarding Students’ Usage on AI Tools: An Empirical Analysis Based on Involvement, Trust, and Perceived Risk

Abstract

As the rise on generative artificial intelligence (GAI) in education, university teachers’ attitudes have become more vital in the adoption and ethical governance of AI tools. Based on a survey of 789 humanities faculty members in universities across Guangdong Province, the study finds that teachers’ involvement and trust significantly predict their intention how to adopt AI tools, while perceived risk negatively influences their thoughts. At the meanwhile significant differences are observed across gender, age, academic rank and usage frequency. The study contributes to the theoretical construction of AI educational technology acceptance models and offers practical guidance for AI literacy training, differentiated promotion strategies, and regulatory frameworks in higher education.