A Study on Teachers’ Attitude and Competency towards Ai in Higher Education Institutes of Vadodara

Abstract

The rapid growth of Artificial Intelligence (AI) in education has encouraged higher education institutes in India to rethink teaching methods and academic practices. This study, conducted in Vadodara, examines teachers’ attitudes, digital skills, confidence levels, and their willingness to use AI tools in teaching and administrative work. A sample of 120 teachers from different types of colleges participated in the survey. Both primary and secondary data were used, and statistical tools such as descriptive statistics, normality tests, reliability tests, correlation, ANOVA, t-tests, and chi-square tests were applied. The findings show that teachers generally hold a positive view of AI and understand its value in improving teaching efficiency. Most teachers reported moderate to high digital skills, and many were willing to learn new AI tools through formal training. Reliability scores were strong, confirming consistency in responses. Correlation and hypothesis testing revealed significant relationships between teachers’ digital skills, attitudes, and AI adoption. Challenges such as limited training, lack of technical support, and ethical concerns still influence usage patterns. Despite these challenges, the study highlights that teachers in Vadodara are becoming more open to AI-based teaching, provided proper guidance, infrastructure, and institutional support are available. The study concludes that AI can strengthen higher education if teachers receive continuous training and confidence-building support.