Artificial intelligence (AI) literacy among teachers: the case of ITMO University

Abstract

The rapid spread of AI-based technologies in higher education requires rethinking the educator’s role and developing new digital competencies. This study investigates the forms and frequency of AI adoption in teaching, educators’ trust in AI-generated outcomes, and their readiness to supervise AI-driven student learning. Conducted at ITMO University, the research surveyed 109 faculty members across engineering, humanities, natural sciences, and economics. Using correlation and cluster analysis, the study identified three educator profiles: “enthusiasts,” “observers,” and “skeptics.” Results show that while most faculty use AI tools primarily for lesson planning and content generation, concerns about academic integrity and lack of regulatory frameworks remain significant barriers. At the same time, many educators expressed willingness to invest in professional development. Based on these findings, the AI-EduPro training program was developed, offering a scalable model for enhancing faculty digital skills. The study concludes that effective AI integration requires both technical literacy and ethical awareness.