Faculty perceptions of generative AI in Azerbaijani higher education

Zulfiyya Ismayil; Alvan Jafarov; Geybulla Adil; Aysel Soltanova; Kifayat Mansimova; Aynur Alishanova; Sariyya Gundogdu; Narmin Hasanova; Shafa Aliyev; Humeyir Ahmadov; Ziyad Amrahov; Alaviyya Nuri

doi:10.20897/ejsteme/18310

Research Article

2026, 11(1), Article No: 21

Faculty perceptions of generative AI in Azerbaijani higher education

Zulfiyya Ismayil ¹ ², Alvan Jafarov ³, Geybulla Adil ⁴, Aysel Soltanova ⁵, Kifayat Mansimova ⁶, Aynur Alishanova ⁷, Sariyya Gundogdu ⁸, Narmin Hasanova ⁹, Shafa Aliyev ¹⁰, Humeyir Ahmadov ¹¹, Ziyad Amrahov ¹², Alaviyya Nuri ¹ ^*

¹ Nakhchivan State University, AZERBAIJAN ² Nakhchivan Branch of the Azerbaijan National Academy of Sciences, AZERBAIJAN ³ Azerbaijan State Pedagogical University, AZERBAIJAN ⁴ Azerbaijan Medical University, AZERBAIJAN ⁵ Baku Engineering University, AZERBAIJAN ⁶ Azerbaijan University of Languages, AZERBAIJAN ⁷ Academy of Public Administration under the President of the Republic of Azerbaijan, AZERBAIJAN ⁸ Institute of Oriental Studies named after Academician Z. M. Bunyadov, AZERBAIJAN ⁹ 8Azerbaijan State Pedagogical University, AZERBAIJAN ¹⁰ Sumgait State University, AZERBAIJAN ¹¹ Institute of Education of the Republic of Azerbaijan, AZERBAIJAN ¹² Institute of History and Ethnology, AZERBAIJAN
^* Corresponding Author

https://doi.org/10.20897/ejsteme/18310

Published in Volume 11 Issue 1: 17 Apr 2026

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Abstract

The fast adoption of generative artificial intelligence (GAI) in higher education has led to the realization of the necessity to study the responses of educators as a professional group, although there is limited empirical research, especially in a new educational setting such as Azerbaijan. This pilot study is a quantitative investigation of the attitudes of Azerbaijani university teachers related to GAI, their adaptations in pedagogy, and the perceived difficulties and support requirements. The information was gathered through an online poll (n=30) in a university with a high level of research. Findings indicate that teachers are aware of the opportunities of GAI to personalize learning and administrative efficiency yet were rated moderately on AI literacy (Mean=3.42) and willingness to apply (Mean=3.21). Some of the key issues were academic integrity, the validity of assessment, and AI-assisted plagiarism. The exploratory analysis revealed that there was a good positive correlation between AI literacy and the perceived usefulness (r=0.759), where active adopters redesigned assessments and adopted process-oriented approaches. However, the conceptualization of institutional support was perceived to be inconsistent (Mean=3.04, SD=1.1). The results show that successful GAI implementation must involve contextualized professional growth and straightforward institutional policies that can resolve ethical and pedagogical issues. Although constrained by sample size, this research has given the first signs of the importance of educator-based support to facilitate responsible AI integration into the modernization of higher education.

Figure 1. Conceptual model illustrates the relationships between AI literacy, perceived usefulness, perceived risk, institutional support, and faculty willingness to adopt generative AI in higher education.

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In-text citation: (Ismayil et al., 2026)
Reference: Ismayil, Z., Jafarov, A., Adil, G., Soltanova, A., Mansimova, K., Alishanova, A., Gundogdu, S., Hasanova, N., Aliyev, S., Ahmadov, H., Amrahov, Z., & Nuri, A. (2026). Faculty perceptions of generative AI in Azerbaijani higher education. European Journal of STEM Education, 11(1), Article 21. https://doi.org/10.20897/ejsteme/18310

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In-text citation: (1), (2), (3), etc.
Reference: Ismayil Z, Jafarov A, Adil G, et al. Faculty perceptions of generative AI in Azerbaijani higher education. European Journal of STEM Education. 2026;11(1), 21. https://doi.org/10.20897/ejsteme/18310

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Reference: Ismayil, Zulfiyya, Alvan Jafarov, Geybulla Adil, Aysel Soltanova, Kifayat Mansimova, Aynur Alishanova, Sariyya Gundogdu, Narmin Hasanova, Shafa Aliyev, Humeyir Ahmadov, Ziyad Amrahov, and Alaviyya Nuri. "Faculty perceptions of generative AI in Azerbaijani higher education". European Journal of STEM Education 2026 11 no. 1 (2026): 21. https://doi.org/10.20897/ejsteme/18310

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Reference: Ismayil, Z., Jafarov, A., Adil, G., Soltanova, A., Mansimova, K., Alishanova, A., . . . Nuri, A. (2026). Faculty perceptions of generative AI in Azerbaijani higher education. European Journal of STEM Education, 11(1), 21. https://doi.org/10.20897/ejsteme/18310

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Reference: Ismayil, Zulfiyya et al. "Faculty perceptions of generative AI in Azerbaijani higher education". European Journal of STEM Education, vol. 11, no. 1, 2026, 21. https://doi.org/10.20897/ejsteme/18310

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Reference: Ismayil Z, Jafarov A, Adil G, Soltanova A, Mansimova K, Alishanova A, et al. Faculty perceptions of generative AI in Azerbaijani higher education. European Journal of STEM Education. 2026;11(1):21. https://doi.org/10.20897/ejsteme/18310

Keywords

academic integrity, Azerbaijan, generative artificial intelligence, higher education

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