Artificial Intelligence in Academia: A Systematic Review of Faculty Implications Across Design and Practice

Although faculty development has emerged as a central priority in the integration of artificial intelligence (AI) within higher education, there remains a critical need for a deeper examination of academic perspectives on instructional design and on the implementation of pedagogical frameworks, tools, and policies. This systematic review explores faculty perceptions and practices in relation to conceptual models, attitudes, and enabling factors that facilitate the effective adoption of AI at both curricular and course levels. The analysis indicates that the integration of AI into teaching and learning remains uneven and is shaped by multiple interrelated factors, including faculty competencies and the extent of institutional support available.