The adoption of artificial intelligence (AI) is reshaping teaching in higher education. This study examines how instructors’ perceptions of AI’s instructional impact relate to their personal AI use, teaching experience, disciplinary affiliation, and exposure to AI-specific training. Drawing on survey data from over 600 faculty at a land-grant university, we use regression and latent class analysis to explore variation in perception and adoption. Results highlight that daily teaching use and interactive training formats are associated with more favorable views. Findings offer guidance for developing faculty support strategies and training programs that foster effective and context-aware AI integration.
