Faculty-Centric Adoption of AI-Enhanced E-Learning Platforms in Higher Education: A Customized Technology Acceptance Model (CTAM) Approach

Artificial intelligence (AI) technology has come a long way in the last few years; hence, it is very important to be adopted in higher education institutions (HEIs). In this study, we investigate faculty acceptance of AI-powered enhancements in two e-learning platforms, namely Mobile Friendliness (adaptive mobile learning) and Learning Management System Readiness (automated grading and predictive analytics), through the Customized Technology Acceptance Model (CTAM). The data was collected by a survey method from 409 faculty members from public and private HEIs of Jazan Region, Saudi Arabia. The results were analyzed through descriptive statistics, correlation, and regression methodology. It was concluded that AI-powered enhancements in Mobile Friendliness (β=0.45, p<0.001) and LMS Readiness (β=0.40, p<0.001) significantly improved faculty perceptions of usefulness and ease of use, hence positively influencing the intention of adopting e-learning platforms. Job-related factors, such as Job Insecurity and Job Switching, showed minimal influence on behavioral intention. The findings emphasize the value of integrating AI-driven features in e-learning platforms to boost faculty acceptance, highlighting practical implications for HEIs aiming to enhance technology integration and adoption effectively.