Modelling university lecturers’ intention to adopt artificial intelligence in assessment design systems

Artificial Intelligence (AI) presents novel outlooks for enhancing pedagogical and assessment methodologies employed by university lecturers. This study examines university lecturers’ perceptions and intentions regarding the adoption of AI for evaluation in response to the emerging need for AI integration with assessment design paradigms. Employing an adapted survey instrument within a setting where AI tools and practices are demonstrated and tested for educational purposes in Pakistan. A total of 387 valid responses were collected from the university instructors. The applied reliability and validity of the scale were duly met through seven constructs, namely, Performance Expectancy(PE), Effort Expectancy (EE), Social Influence (SI), Facilitating Conditions (FC), Initial Trust (ITR), AI-based Self-Efficacy (AISE), and Behavioral Intention to use AI in Assessment system (BIAI). Findings reveal a positive disposition among educators regarding the measured constructs. The elaborated interrelationships, therefore, explain a compelling framework for theoretical and policymakers to cultivate and supplement lecturers’ behavioral intentions.