42 ע הבינה המלאכותית כבר כאן – אבל היכן הסגל האקדמי? 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 הבינה המלאכותית כבר כאן – אבל היכן הסגל האקדמי? עמיר גפן אוניברסיטת בר - אילן amir.gefen@biu.ac.il טלי גזית אוניברסיטת בר - אילן tal.gazit@biu.ac.il ליהיא תלם אוניברסיטת בר - אילן lihi.telem@biu.ac.il לילך גל HIT מכון טכנולוגי חולון lilachg@hit.ac.il Artificial Intelligence is already here – but where is the Academic Staff? Tali Gazit Bar-Ilan University tal.gazit@biu.ac.il Amir Gefen Bar-Ilan University amir.gefen@biu.ac.il Lilach Gal HIT Holon Institute of Technology lilachg@hit.ac.il Lihi Telem Bar-Ilan University lihi.telem@biu.ac.il Abstract The study examined the attitudes of academic faculty in Israeli higher education institutions toward the integration of artificial intelligence (AI) in teaching and research, focusing on trust, acceptance, and perceived threat. A total of 304 faculty members from universities and colleges completed an online questionnaire combining quantitative measures and open-ended responses. The findings indicated that personal use of AI, particularly in teaching, significantly reduced perceived threat, while trust in AI emerged as the strongest predictor of positive attitudes. A hierarchical regression model explained 48.7% of the variance in perceived threat, showing that age lowered and seniority increased threat levels, whereas active AI use and confidence in assessment acted as emotional buffers. The study found a significant gap between the use of artificial intelligence for academic research purposes (75%) and the use for teaching purposes (56%). Qualitative analysis supported these results, revealing a spectrum of faculty responses ranging from curiosity and innovation to ethical and professional concern. The study highlights the critical roles of institutional policy, professional training, and calibrated trust in promoting responsible AI adoption in academia, offering both theoretical and practical implications for faculty development and higher education governance. Keywords: Generative AI, Higher education, Trust, Threat.
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