Institutional initiatives, demographics, teaching practices, and information sources show weak or null associations with AI pedagogical orientation and use¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Institutional initiative variables showed little consistent relationship with the factor, and information sources were weakly and slightly negatively related, suggesting orientation differences are not explained by access to information or institutional support. → T. J. Atherton 2026 q2 i? Demographic variables were weakly related to the factor; career stage showed no meaningful relationship (ρ = 0.09, p = 0.42), with a cautious exception of moderate negative correlations for rural institutions and liberal arts colleges. → T. J. Atherton 2026 (2)

Evidence¶

T. J. Atherton 2026¶

T. J. Atherton, I. Descamps, M. Webel, T. R. Holmes, C. L. Vizcarra, N. Sui, J. J. Foley IV. (2026). Faculty Orientations Shape Adoption of AI in Research and Teaching. https://arxiv.org/abs/2605.18140 doi:10.48550/arxiv.2605.18140

q2 · i? · associational · r1

Correlational analysis of factor scores with variables excluded from the EFA in the same faculty survey. The article reports institutional initiative variables "exhibited lit- tle consistent relationship with the factor, with correla- tions generally near zero" and teaching practices weak (|ρ|≤0.19).

"Variables describ- ing institutional initiatives and awareness exhibited lit- tle consistent relationship with the factor, with correla- tions generally near zero. Similarly, teaching practices showed weak and inconsistent associations (|ρ|≤0.19)"

T. J. Atherton 2026 (2)¶

T. J. Atherton, I. Descamps, M. Webel, T. R. Holmes, C. L. Vizcarra, N. Sui, J. J. Foley IV. (2026). Faculty Orientations Shape Adoption of AI in Research and Teaching. https://arxiv.org/abs/2605.18140

q2 · i? · associational · r1

Correlations between factor score and demographic variables in the same survey. The article reports "career stage showed no meaningful relationship with the factor (ρ= 0.09,p= 0.42)" and weak institutional-characteristic correlations.

"career stage showed no meaningful relationship with the factor (ρ= 0.09,p= 0.42). Similarly, institutional characteristics such as public/private status and minority-serving designation were only weakly related to the factor."

Discussion¶

Related Claims¶

• In joint analysis, Practice codes correlate most strongly with AI pedagogical orientation, while Epistemic codes show a weaker positive association — related
• Exploratory factor analysis of survey items yields a unidimensional 9-item AI pedagogical orientation scale with strong reliability — related
• Demographic variables (gender, year of study, fields of study, age) have trivial effects on prospective teachers' conception values and practices — related
• University-wide AI policies in US R1/R2 institutions are moderately positive in sentiment toward AI adoption — related
• Teachers' self-reported AI literacy correlates only weakly with their objectively measured performance (r = 0.07–0.24) — related