IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION B
Abstract
The rapid integration of artificial intelligence (AI) into higher education has intensified attention on its implications for pedagogy, discourse, and student learning. This study examines faculty perceptions and instructional shifts associated with AI integration within the Athens Academy, a cohorted professional development initiative at Athens State University in Athens, Alabama, USA. Grounded in faculty development, responsive teaching, and Universal Design for Learning (UDL), the study explores how structured, collaborative learning experiences shape faculty engagement with generative AI in online environments. Data was collected using Likert-scale items derived from Academy materials, faculty reflections, and relevant literature on AI and inclusive pedagogy. Strength of individual item endorsement was explored using one sample T-tests and Cohen’s d effect sizes. Results indicated moderate to large effects in areas related to instructional innovation, student engagement, and perceived pedagogical transformation, suggesting that faculty view AI as a meaningful catalyst for instructional change. Exploratory factor analysis (EFA) identified three latent factors: transformative AI change, reflecting strong endorsement of AI as a driver of innovation and efficiency; guardrailed human-centered rigor, emphasizing ethical constraints, preservation of critical thinking, and intentional design; and adaptive accessibility pragmatism, highlighting AI’s role in flexibility, responsiveness, and inclusive course design aligned with UDL. These findings inform scalable, evidence-based faculty development models for responsible AI integration in higher education.
K. Blake Hargett is an instructor of early childhood education at Athens State University. His 10+ years of work focuses on teacher knowledge and evidence-based practices in phonology and orthography. He holds master’s and bachelor’s degrees in Elementary Education from the University of North Alabama and is an Ed.D. candidate at Liberty University researching teachers’ knowledge and learners’ early literacy outcomes. In his professional practice, Hargett advocates social equity through high-quality, evidence-based literacy instruction. Hargett also serves advisory roles with the N.A.E.Y.C.
Joseph F. Chandler is an Associate Professor of Psychology and Division Head of Behavioral Sciences at Athens State University. With 19 years of experience, his work spans research, teaching, and applied human performance psychology in extreme environments. He has served in private industry, federal government, and higher education, including work with the U.S. Navy’s Cognitive Readiness and Resilience Laboratory. An expert in the behavioral neuroscience of sleep loss, he has produced extensive publications, presentations, and secured significant funding. His research also addresses social justice and LGBTQ issues, while his teaching and mentorship emphasize resilience, leadership, and broad access to higher education. He holds a bachelor’s degree in Psychology from Birmingham-Southern College, a master’s degree in Cognitive Psychology, and a Ph.D. in Social Psychology from the University of Alabama.
Kim W. Bell is an Associate Professor of Statistics at Athens State University with over 20 years of experience in academia, statistics, and business consulting. Her expertise spans organizational development, analytics, leadership strategy, and data insights. She holds a master’s degree in Probability and Statistics from Auburn University and a bachelor’s degree in Mathematics and Computer Science from the University of North Alabama, along with certification in Teaching with Artificial Intelligence. Bell has received multiple awards for teaching excellence and frequently speaks at international events, including Harvard University’s Women in Leadership Conference. Her expertise incorporates data, innovation, and human-centered leadership.
12:30 pm - 2:00 pm
Friday 26th June, 2026