Abstract
Purpose. This qualitative study investigated faculty perceptions of AI-driven professional development (AI-PD) in higher education and how those perceptions influence teaching practice, ethical sensitivity, and institutional change. AI-PD is professional learning that is supported or shaped by AI and is conceptually distinct from AI-focused professional development, which involves teaching faculty about AI tools or their classroom integration. This distinction positions AI not as content, but as an active mechanism influencing how professional learning is designed, delivered, and experienced.
Theoretical Framework. The study drew upon the technology acceptance model, the unified theory of acceptance and use of technology, and transformative learning theory to examine the cognitive, affective, and ethical dimensions of technology adoption.
Methodology. Using a one-phase interpretivist design, the study employed 18 open-ended interview questions with faculty in the Los Angeles Community College District, conducted through a secure online platform with optional follow-up conversation (N = 10).
Findings and Conclusion. Thematic analysis revealed that faculty experiences with AI-PD exist on a continuum ranging from compliance-based participation to transformative and reflexive engagement. Adoption was influenced not only by perceived usefulness, ease of use, and institutional support, but also by trust, autonomy, and alignment with human-centered values such as empathy, equity, and creativity. Although participants expressed concerns regarding workload misconceptions, privacy, bias, and transparency, many also demonstrated a cautious form of techno-optimism that AI, when implemented ethically and collaboratively, can enhance teaching, learning, and professional growth. When AI-PD was contextualized, supported by transparent communication, and embedded within protected time for reflection and experimentation, faculty reported meaningful shifts in assessment design, instructional innovation, and student support practices. These findings extend existing technology acceptance theories by emphasizing the role of ethical awareness, affective readiness, and emerging techno-optimistic orientations in professional learning environments.
Recommendations. The study offers practical recommendations for institutional leaders seeking to design supportive, transparent, and faculty-driven AI-enabled professional development systems that move beyond compliance toward sustainable transformation. Implications highlight the importance of collaborative governance, ongoing evaluation, and equitable access to resources in ensuring that AI-enabled professional development strengthens faculty agency, promotes student success, and contributes to organizational learning across diverse educational contexts.