RELATIONSHIP BETWEEN GENERATIVE AI USAGE AND WORK ENGAGEMENT AMONG UNIVERSITY TEACHERS

Abstract

The emergence of generative artificial intelligence (AI) has rapidly transformed teaching techniques, academic writing, and assessment processes in universities worldwide. The use of AI by university educators has become quite common for creating lessons, preparing content, and performing administrative activities, among others. The purpose of the present study was to investigate the connection between the use of generative AI and work engagement of university educators. A quantitative research design was employed, and data were collected through self-administered questionnaires from 200 university educators employed at public and private universities. Generative AI was measured using a custom-made scale consisting of questions assessing the frequency and usefulness of the use of generative AI. Work engagement was measured using the Utrecht Work Engagement Scale (UWES). Descriptive statistics, reliability, Pearson correlation, and regression analysis were done using IBM SPSS Statistics. It was found that there was a significant positive correlation between the use of generative AI and work engagement of university educators. Furthermore, it was found that the use of generative AI positively predicted work engagement of university educators.