GENERATIVE AI AND INSTITUTIONAL READINESS: FACULTY PERSPECTIVES AND POLICY FUTURES FOR HIGHER EDUCATION
DOI:
https://doi.org/10.5281/zenodo.21196743Keywords:
Academic Integrity, Generative AI, Higher Education Policy, Institutional ReadinessAbstract
This paper examines faculty perceptions of generative artificial intelligence across four universities in the Kurdistan Region of Iraq and translates these micro level insights into policy relevant recommendations for institutional and regional governance. Data were collected through semi structured interviews and focused group (n = 27). Qualitative material was analyzed using an integrated inductive and deductive thematic approach in which emergent codes were iteratively developed and then compared with a priori constructs to generate policy relevant themes. Findings identify three interrelated issues: generative AI is reshaping assessment and exposing gaps in academic integrity frameworks; institutional capacity for AI literacy, professional development and detection tools is misaligned with faculty needs; and equity concerns, notably language barriers and infrastructure deficits, constrain adoption. The paper proposes actionable policy instruments for institutional leaders and regional policymakers, including sustained discipline sensitive professional development, co-produced adaptive governance guidelines and targeted equity-focused resource allocation. The study offers transferable evidence for national and institutional policy design in developing higher education systems.
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Copyright (c) 2026 Lavin Fakhir Klaly, Luo Siming (Author)
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