Exploring Educators' Attitudes towards Artificial Intelligence in Maltese Higher Education

Current research about AI in higher education is often quantitative in nature and emphasises student perspectives. This qualitative study aims to explore the attitudes of educators in Malta towards AI in higher education. We utilise one-on-one semi-structured interviews with eight educators across various institutions. Data is analysed using Reflexive Thematic Analysis which follows a six-phase recursive process through thick descriptions. We generated two themes in our analyses: (1) AI is here to stay, so use it responsibly and morally; and (2) AI is a fast-moving train, and institutions should tend to educators' needs lest they be left behind. Participants acknowledge the inevitability of AI in the academic landscape, but their acceptance of it is cautious and conditional. This hesitation stems from their empathy towards students and an understanding that, while AI can help ease academic workloads, it also carries significant risks of misuse. Therefore, educators are calling for a responsible and moral use of AI and a change in the way assessments are done. Participants also perceive AI technologies as fast-developing and express a need for proper training, supportive communities, and recognition of their experiences to be able to “catch up”. We also highlight the emotions and experiences educators associate with AI and how Maltese culture influences these experiences. Lastly, in our final considerations, we suggest ways to increase educators’ confidence in using AI and its better integration in higher education practices.

Keywords: Artificial intelligence, higher education, educators, attitudes, reflexive thematic analysis, AIHE, teachers, post-secondary education