Knowledge Economy Studies

Exploring the Academics’ Attitudes toward Opportunities and Challenges of AI in Education Using the ABC Model

Document Type : Original Article

Authors

Zeinab Molavi 1
Seyed Mohammadbagher Jafari 2
Fateme Nourmohamadi 2

1 Faculty of Management & Accounting, College of Farabi, University of Tehran, Tehran, Iran

2 Faculty of Management & Accounting, College of Farabi, University of Tehran, Iran

https://doi.org/10.22034/kes.2026.2089328.1109
Abstract
With the rapid advancement of technological innovations and the increasingly pervasive integration of Artificial Intelligence (AI) in higher education, universities are undergoing significant transformations. Understanding how the academics perceive and interpret these shifts is of paramount importance, given their pivotal role as key agents in implementing and shaping pedagogical practices. Empirical evidence from studies conducted among the academics in Iran revealed a dichotomy in perspectives regarding the application of AI in educational settings. Consequently, examining the opportunities and challenges associated with the application of AI in higher education is of critical importance for developing appropriate strategies for its effective integration into educational processes. In this context, the academics are well positioned to identify the potentials and limitations of this technology. Therefore, the present study aimed to explore the academics’ attitudes toward the opportunities and challenges of using AI in education. This study adopted a qualitative research approach using a deductive qualitative content analysis strategy. Data was collected through semi-structured interviews. The study population consisted of faculty members and postgraduate students, who were selected using purposive and convenience sampling. The sample size was determined based on theoretical data saturation. The collected data were analyzed through systematic coding procedures. Based on the findings, some opportunities and challenges are as follows. In cognitive dimension, opportunities such as enhanced conceptual understanding, accelerated learning, immediate feedback, personalization, and improvement in teaching quality/creativity were identified. In contrast, challenges including technological dependence, reduced critical thinking, weakening of independent/analytical skills, and the risk of inaccurate scientific outputs were noted. In affective dimension, increased motivation, enthusiasm, and learning satisfaction were reported as strengths. However, feelings of anxiety, concerns about the weakening of human interactions, threats to the professional role of academics, and fear of reduced autonomy were reported as challenges. In behavioral dimension, the active use of AI tools for learning management and innovative content creation was identified as an opportunity, whereas resistance to change, infrastructural limitations, reduced human interactions, and concerns related to intellectual property were identified as major challenges. Overall, the results indicated that identifying the academics’ attitudes toward the opportunities and challenges of AI in education constitutes a fundamental step toward the informed, responsible, and effective utilization of this technology in higher education.

Keywords

Artificial Intelligence (AI), Academics’ Attitudes, ABC Model, Cognitive Component of Attitude, Affective Component of Attitude, Behavioral Component of Attitude.
Subjects
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Knowledge Economy Studies
Volume 3, Issue 3
Autumn 2026
Pages 95-112

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