The rapid advancement of artificial intelligence (AI) and the expanding
integration of large language models (LLMs) have ignited a debate about their
application in education. This study delves into university instructors'
experiences and attitudes toward AI language models, filling a gap in the
literature by analyzing educators' perspectives on AI's role in the classroom
and its potential impacts on teaching and learning. The objective of this
research is to investigate the level of awareness, overall sentiment
towardsadoption, and the factors influencing these attitudes for LLMs and
generative AI-based tools in higher education. Data was collected through a
survey using a Likert scale, which was complemented by follow-up interviews to
gain a more nuanced understanding of the instructors' viewpoints. The collected
data was processed using statistical and thematic analysis techniques. Our
findings reveal that educators are increasingly aware of and generally positive
towards these tools. We find no correlation between teaching style and attitude
toward generative AI. Finally, while CS educators show far more confidence in
their technical understanding of generative AI tools and more positivity
towards them than educators in other fields, they show no more confidence in
their ability to detect AI-generated work.

通过分析大学教师对人工智能语言模型的经验和态度，本研究填补了文献中对人工智能在教育中的应用以及其对教学和学习的潜在影响的研究空白。该研究调查了高等教育中语言模型和生成式人工智能工具的意识水平、整体态度以及影响这些态度的因素。研究结果显示，教育工作者对这些工具的认识程度逐渐增加，总体上持积极态度。教学风格与对生成式人工智能的态度之间没有相关性。最后，相较于其他领域的教育工作者，计算机科学教育工作者对生成式人工智能工具在技术上的理解更有信心，对其持更加积极的态度，但在检测人工智能生成作品的能力上并不更有信心。