The Future of Education

Over the past two decades, higher education has been reshaped by successive waves of information and communication technologies, from learning management systems to digital assessment platforms and data-driven tools. More recently, generative artificial intelligence has entered this landscape with unusual speed. In only a few years, it has become easily accessible to teachers and students, raising new questions about how it is actually being used in everyday academic practice.

This case study explores the factors that influence the adoption and frequency of use of Gen-AI among teachers of the Polytechnic University of Coimbra (IPC). Data were collected through a structured questionnaire drawing on established international instruments, including UTAUT2, the Technology Readiness Index 2.0, and measures of AI-related anxiety. These frameworks enabled examination of both general technological predispositions and more specific determinants of AI engagement in higher education.

The data show that use is far from uniform. A smaller group reports regular use across different tasks, while others experiment occasionally or remain hesitant.

Those who use the tools more often tend to describe the institutional environment as more supportive and to feel more comfortable integrating them into teaching or preparation work. At the same time, levels of anxiety about AI vary across respondents. For some, this does not seem to prevent engagement; for others, it may shape a more cautious approach. Given the limited number of participants, these patterns should not be overstated. Still, they help to illustrate how technological predisposition, perceived support, and emotional responses intersect in everyday academic contexts.