Examining the Relationship between AI Competency and AI Awareness among Graduate-Level Instructors in Private Higher Education Institutions in Thailand
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Abstract
Background and Aim: Grounded in the Technology Acceptance Model (TAM) and Technological Pedagogical Content Knowledge (TPACK) framework, this study investigates the relationship between artificial intelligence (AI) competency and AI awareness among graduate-level instructors in Thailand’s private higher education sector. The objectives were to: (1) examine overall levels of AI competency; (2) compare competency and awareness across academic disciplines, positions, and faculties; and (3) analyze the relationship between AI competency and awareness in the context of teaching management. The study addresses the growing need for educators to integrate AI tools ethically and effectively in instruction, research, and academic administration.
Materials and Methods: A total of 400 graduate-level instructors from five private universities, Shinawatra University, Rangsit University, Sripatum University, Bangkok University, and Mahanakorn University of Technology, were selected through purposive sampling. Data were collected between January and March 2025 using a validated questionnaire (Cronbach’s α = .902) measuring AI competency and awareness of AI utilization. Descriptive statistics (frequency, percentage, mean, and standard deviation) were used to assess general trends, while inferential analyses (ANOVA, Pearson’s correlation, and t-tests) tested group differences and relationships.
Results: Findings indicated a moderate overall level of AI competency and awareness, with higher proficiency among instructors in STEM disciplines and technology-oriented faculties compared to those in the humanities and social sciences. Significant differences were observed by academic position, with lecturers demonstrating higher engagement in AI-integrated practices than senior professors. A strong positive correlation was found between AI competency and AI awareness (r = .928, p < .001), confirming that instructors with stronger technical, instructional design, and ethical AI skills also exhibited greater awareness of AI’s pedagogical and societal implications.
Conclusion: The study underscores the need for targeted faculty development programs, AI-integrated professional learning, and institutional strategies to enhance instructors’ digital and ethical readiness. Strengthening AI competency not only fosters responsible AI awareness but also supports teaching innovation, faculty performance, and digital transformation within Thailand’s private higher education sector.
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