The rapid entry of Artificial Intelligence (AI) into society and academia requires a profound shift in higher education. Faculty members must make significant changes in their teaching to adapt to a new reality where AI is embedded in learning and knowledge creation. This study examines a structured, year-long support process designed to foster change in perceptions, knowledge, and instructional practices, thereby promoting effective integration of AI in teaching. Implementing innovative technologies demands more than initial training. Long-term mentoring is essential to overcome barriers, encourage conceptual change, and enable sustainable integration of AI into pedagogical practice. Thirty-five faculty members from a teacher education college participated. They completed questionnaires assessing knowledge, attitudes, and perceptions of AI. They then attended a comprehensive workshop, followed by a year-long support process that included individual mentoring, group sessions with experts, and ongoing assistance. Follow-up questionnaires were administered after six months and one year, and semi-structured interviews were conducted with eight participants. Faculty reported increased knowledge, conceptual shifts, and meaningful integration of AI in teaching. While the workshop initiated change, sustained mentoring was critical for embedding AI into practice. After one year, all participants had incorporated AI tools and expressed confidence in AI’s central role in the future of education. Structured, long-term professional support effectively drives both conceptual and practical transformation in AI adoption. This model provides a framework for scaling integration of emerging technologies across higher education.

Authors:
Gili Joseph, Kibbutzim College of Education, Israel
Hadas Schori, Kibbutzim College of Education, Israel

About the Presenter(s)
Dr Gili Joseph is currently a senior lecturer and the head of the science department at the Kibbutzim college of education, Israel.

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