Faculty members who earned the Generative AI microcredential developed at San Diego State University reported increased use of AI tools and increased confidence in engaging with technology, while continuing to emphasize ethical and responsible use, according to newly published research findings.
This study David M. GoldbergThe management information systems professor found that faculty are more likely to use generative AI, less skeptical about its role in education, and more confident that AI will shape their professional future.
At the same time, participants continued to emphasize the importance of validating AI-generated content and considering ethical risks.
According to researchers, this balance is key.
“Our goal was not to tell faculty that they had to use generative AI; it was to provide them with the knowledge and critical judgment to decide when AI supports learning, when it doesn’t, and how to discuss those choices with students,” said Goldberg, who is also an AI faculty fellow at SDSU.
This peer-reviewed study, published in the Journal of Information Systems Education, examined teachers’ understanding and adoption of AI tools and included ethical considerations. Faculty adoption and recognition was assessed through the self-paced Academic Applications of AI (AAAI) Micro-Credential, designed to address the growing disparity in higher education where students are rapidly adopting tools such as ChatGPT, Claude, and Gemini.
Developed at SDSU in 2023 and launched in spring 2024, the Micro-Credential program includes several modules that provide training and guidance on how generative AI works, ethical considerations for use, educational applications, how to prepare powerful prompts, and how to identify the best tools based on your needs. Instructors who completed the course created practical materials such as syllabus descriptions, ethical action plans, and annotated AI interaction recordings.
“AI readiness is not just about adoption; it is about preparing our academic community to engage with emerging technologies in ways that are thoughtful, evidence-based, and aligned with our institutional values,” he said. James P. Frazeevice president of information technology at SDSU.
During the initial implementation period, 374 faculty members initiated micro-credentialing, and 145 (lecturers, assistant professors, associate professors, and full professors) completed the posttest and received official badges.
The study also found that while teachers are becoming more confident and less skeptical about the role of AI in education, they continue to recognize the need to verify AI-generated information and consider ethical implications.
Participants also reported a significant improvement in their awareness and use of generative AI, and 98% said they would recommend the course to a colleague.
“The strong response shows that faculty want practical support, not just policy guidance.” Elisa J. SoboProfessor of Anthropology and SDSU AI Faculty Fellow.
“They are asking thoughtful questions about topics and issues including bias, privacy, academic integrity, the future of learning, and more,” Sobo said. “This program created a space for teachers to reflect on that while helping them develop skills they can use.”
This course includes Goldberg, Sobo, Christy K. Collins, andrea saltzman martin, Sean Howes And Frazee. It has since been expanded to include additional students across California State University System campuses and in the San Diego Community College District.
“This initiative reflects SDSU’s commitment to supporting faculty to lead through change,” Frazee said. “By investing in faculty development, we are strengthening the foundation for the responsible use of AI in teaching, learning, and education.”
