Vol. 7, Issue 2, Part D (2025)

The rapid expansion of Generative Artificial Intelligence (AI) tools like ChatGPT and Gemini presents both unprecedented opportunities and significant challenges for higher education. While academic discourse on AI's impact is widespread, there is a need for in-depth, qualitative exploration of the factors shaping faculty members' decisions to adopt or resist these technologies. The study employs a case study research design to investigate the reasons for the utilization or rejection of generative AI in their teaching and research functions. Data were collected through semi-structured interviews with 16 educators from diverse disciplines at a public university. Moreover, four direct observations were also conducted, and documents were reviewed to further provide in-depth information about the case. Using thematic analysis, the drivers to acceptance include ^[1] Effectiveness and efficiency in performing academic functions, ^[2] Quality of experience in using Generative AI, ^[3] Administrative support for the faculty, ^[4] Alignment to the core values of the institution, and ^[5] Responsible use of Generative AI. On the other hand, the barriers are ^[1] Associated risks on the use of generative AI, ^[2] Issues related to AI policy, ^[3] Threats to academic integrity, ^[4] Overdependence to Generative AI, and ^[5] Waste of time to learn and check the output of AI. This study recommends approved policy on the use of Generative AI in the university and to provide training for the educators about different types of these tools and its responsible use. These would help address the barriers encountered and strengthen the adoption of Generative AI for instruction and research.