Enterprise AI Analysis
Exploring faculty experiences with generative artificial intelligence tools integration in second language curricula in Chinese higher education
The current study investigates how faculty members in Chinese universities are navigating the integration of generative artificial intelligence tools into second language curricula, focusing on specific pedagogical and institutional challenges. Using an exploratory sequential mixed-method approach (N=776), we examined how faculty perceive and address key areas of concern: curriculum adaptation, assessment transformation, student engagement, ethical concerns, professional development needs, and pedagogical shifts. Unlike prior studies, which often generalize faculty experiences, this study uniquely captures nuanced faculty strategies and gaps in readiness across a large-scale context in Chinese higher education. Technology advancement has transformed every sector across the world by creating opportunities and challenges simultaneously Chiu et al. (2023). Recent advancements in large language models and learning analytics have brought massive changes in the education sector (Bećirović 2023). These innovations not only support the growth and accessibility of education but also helpful to enhance faculty performance. Faculty can integrate generative artificial intelligence tools (GenAITs) in teaching and learning practices like curriculum adaptation, assessment transformation, dealing ethical issues, student engagement, professional development needs, and pedagogical shifts in second language curricula (SLC, English and other foreign languages) (Jiang 2025; Mah and Groß 2024; Zawacki-Richter et al. 2024).
Executive Impact & Key Findings
Our analysis uncovers critical metrics influencing AI integration in Chinese higher education.
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GenAITs Usage (SD=1.172)
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Perceived Benefits (SD=1.435)
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Ethical Concerns (SD=1.234)
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PD Need (SD=1.125)
Deep Analysis & Enterprise Applications
Select a topic to dive deeper, then explore the specific findings from the research, rebuilt as interactive, enterprise-focused modules.
4.226
Mean Usage Score (SD=1.172)
Faculty exhibited significant usage of GenAITs for personal and professional purposes, primarily for formative assessment tasks. Summative assessment application was limited due to concerns about academic integrity and detection tools.
Pedagogical Integration Focus
Faculty actively integrate GenAITs to create engaging content and streamline lesson planning. They use these tools to generate slides from PDFs, reflecting a shift towards AI-enhanced efficiency and personalization in teaching. While GenAITs are used for quizzes, instructors face challenges in authentic assessment and detecting AI-generated work.
Transformative Benefits of GenAITs
Faculty widely acknowledge GenAITs as transformative tools for enhancing teaching effectiveness and personalization. They make instruction more interactive and efficient, significantly improving student engagement, particularly in language learning contexts, through instant feedback and gamified learning. Mean benefit score: 4.842 (SD=1.435).
| Challenge Area | Faculty Perception |
|---|---|
| Curriculum Adaptation | Moderate challenge (M=3.628) due to resource limitations and lack of clear guidelines. |
| Assessment Transformation | Considerable challenge (M=3.729) in redesigning assessments to maintain originality and academic integrity. |
| Student Engagement | Highly effective in enhancing engagement (M=4.482), but concerns about overreliance exist. |
| Ethical Concerns | Major challenge (M=5.238) regarding plagiarism, algorithmic bias, and verifying AI-generated content. |
| Professional Development | High need (M=5.73) for targeted training on ethical and pedagogical use. |
| Pedagogical Shifts | Significant and demanding (M=4.861), requiring rethinking traditional approaches. |
2.357
Mean Score for Curriculum Adaptation (SD=1.124)
Faculty report significant difficulty adapting curricula to integrate GenAITs, citing insufficient training and institutional support. This reflects a low perceived ability to effectively implement changes.
Barriers to Effective Integration
Faculty exhibit low confidence in assessment transformation (M=2.226), struggling to design originality-focused assessments. Ethical concerns (M=2.372) are difficult to overcome due to a lack of clear guidelines and tools, particularly concerning plagiarism and privacy. While some moderate confidence exists in pursuing professional development (M=3.247), there is a strong call for more targeted, AI-focused training. Pedagogical shifts (M=3.730) are viewed as demanding but possible with appropriate support.
Enterprise Process Flow
Professional Development
→
Ethical Concerns
→
Curriculum Adaptation
→
Assessment Transformation
→
Student Engagement
→
Pedagogical Shifts
Mediated Relationships
Professional development and ethical concerns directly and positively influence curriculum adaptation and assessment transformation. These 'process' variables, in turn, significantly affect 'output' variables: student engagement and pedagogical shifts. Assessment transformation acts as a stronger mediator for ethical concerns influencing student engagement (b=0.133) and pedagogical shifts (b=0.086), while curriculum adaptation is pivotal in leveraging professional development for student engagement (b=0.158) and pedagogical shifts (b=0.131). This highlights the interconnectedness of training, ethics, and practical pedagogical adjustments.
Case Study: Navigating AI Integration in Chinese Higher Education
The integration of GenAITs into second language curricula in Chinese higher education presents unique challenges compared to global contexts. While faculty recognize benefits like enhanced student engagement and teaching efficiency, they face systemic barriers, including insufficient institutional support, fragmented professional development, and a lack of clear ethical guidelines. Unlike regions where educators might exhibit higher self-efficacy with AI, Chinese faculty report lower confidence in addressing ethical concerns and adapting curricula, underscoring the critical need for context-specific, robust training programs that address both technical and ethical competencies.
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Your Strategic AI Implementation Roadmap
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Comprehensive AI Readiness Assessment
Conduct institutional audits to gauge current GenAITs usage, infrastructure, and faculty readiness across all language programs.
Tailored Professional Development Programs
Design and implement targeted workshops focusing on ethical AI use, curriculum adaptation, and innovative assessment strategies for GenAITs in SLC.
Curriculum & Assessment Framework Redesign
Develop clear guidelines and resources for integrating GenAITs into curricula, emphasizing formative assessment and academic integrity.
Establish Ethical Governance & Support Systems
Implement clear institutional policies on AI use, plagiarism detection tools, and data privacy to build faculty and student trust.
Foster Continuous Learning & Digital Badging
Introduce micro-credentials for AI literacy and pedagogical innovation to recognize faculty efforts and promote ongoing adaptation in the evolving AI landscape.
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