88 ע בין מודעות ליישום: מרצים בהשכלה גבוהה מול אתגרי ה - GenAI ספר הכנס העשרים ואחד לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס: האדם הלומד בעידן הדיגיטלי א' בלאו, ד' אולניק - שמש, נ' גרי, א' כספי, י' סידי, י' עשת - אלקלעי, י' קלמן ו נ' ברנדל )עורכים(, רעננה: האוניברסיטה הפתוחה בין מודעות ליישום: מרצים בהשכלה גבוהה מול אתגרי ה - GenAI תמי זייפרט מכללת סמינר הקיבוצים tamiseifert@gmail.com אפרת פס מכללת סמינר הקיבוצים efratfass@gmail.com Between Awareness and Implementation: Redefining Lecturer Roles in the GenAI Era Efrat Fass Kibbutzim College of Education, Technology and the Arts efratfass@gmail.com Tami Seifert Kibbutzim College of Education, Technology and the Arts tamiseifert@gmail.com Abstract The emergence of Generative Artificial Intelligence (GenAI) tools presents academia with a fundamental question regarding the evolving role of faculty members in this new technological landscape. This paper examines how faculty in higher education interpret the changes in their professional role in the GenAI era and explores the ways in which these tools influence teaching practices and assessment methods. The study employed a mixed-methods design that included an online survey completed by 205 faculty members from universities, academic colleges, and teacher education colleges in Israel, alongside 16 semi-structured interviews that provided deeper insight into lecturers' experiences and perspectives. The integration of quantitative and qualitative data revealed a paradigmatic shift in faculty role perception, within which four adaptation types were identified. Faculty members who actively engage with GenAI tend to adopt a broader pedagogical role that emphasizes facilitation, learning design, and critical engagement with content. In the teaching domain, three central patterns emerged: technical use for preparing course materials, pedagogical use that supports active and dialogic learning, and meta-cognitive practices that invite students to reflect on their learning processes. Considerable variation was found among faculty in both the extent and the nature of GenAI integration. Assessment emerged as the most challenging domain. Only part of the faculty reported meaningful changes to their assessment practices, reflecting concerns around authenticity, academic integrity, and the relevance of traditional assignments in an era of automated text generation. The findings highlight the gap between awareness of the need for change and its implementation in practice. Path analysis reveals that changes in teaching and assessment practices mediate the relationship between GenAI usage and faculty role perception. This paper offers a framework for understanding the transformation across these three domains and underscores the need to continue developing teaching and assessment approaches that align with the realities of the GenAI era. Keywords: Generative AI; higher education; faculty role perception; teaching practices; authentic assessment; digital literacy; pedagogical innovation.
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