Planets, cars, and personas: toward an understanding of faculty perceptions of artificial intelligence through visual metaphors and projective techniques

Developments in Generative Artificial Intelligence (GenAI) in Higher Education (HE) have sparked debates regarding its potential to enhance teaching, learning, and administrative processes while raising concerns about ethical, pedagogical, and institutional implications. This qualitative case study explored faculty perceptions of GenAI through three focus groups with 17 multidisciplinary faculty members, representing non-users (NU), low-engagement users (LEU), and users (U) of GenAI. Conducted as part of a larger mixed-methods study on GenAI adoption in HE, the study employed visual metaphors and projective techniques to elicit deep-seated attitudes and beliefs that may not surface through traditional research methods. Findings revealed a spectrum of perceptions, ranging from optimism about GenAI’s potential to enhance productivity and creativity to concerns regarding autonomy, cognitive overload, dehumanization, and ethical dilemmas. The study stresses the need for institutional policies that support faculty GenAI literacy, ethical frameworks, and discipline-specific guidance. By leveraging qualitative insights into educators' engagement with GenAI, this research provides evidence-based recommendations for its responsible adoption into HE.