International Journal of
Information and Education Technology

Abstract—The awareness, acceptance, and use of Artificial Intelligence (AI) tools in academic research by faculty researchers is explored in this study. A survey of 135 faculty members from the Department of Education (DepEd) in Gabaldon and the Nueva Ecija University of Science and Technology (NEUST) was conducted using a quantitative descriptive-comparative and correlational design. The findings indicate that while AI is widely known and well-received, its use is only moderate, especially when it comes to writing and grammar tools. Higher levels of engagement were reported by younger faculty members and those working in Information and Communication Technology (ICT), whereas lower levels were reported by older faculty members and those working in management. Engagement was not significantly impacted by gender or academic rank, but there were clear institutional differences, with NEUST faculty showing higher awareness and utilization than their DepEd counterparts. These results highlight the need for increased institutional support and discipline-sensitive training to foster equitable AI adoption in scholarly research.

Keywords—academic research, artificial intelligence, faculty awareness, technological adoption, utilization of Artificial Intelligence (AI)

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Cite: Andie Tangonan Capinding, "Embracing AI in Academia: Faculty Researchers’ Awareness, Acceptance, and Utilization for Scholarly Innovation," International Journal of Information and Education Technology, vol. 16, no. 4, pp. 1020-1033, 2026.

Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).