Date of Award

12-11-2025

Degree Type

Dissertation

Degree Name

Doctorate of Education (Ed.D.)

Department

Educational Administration

First Advisor

Robbie Melton

Abstract

Abstract Integrating generative artificial intelligence (AI) in higher education is expected to reshape teaching and faculty development, presenting opportunities and ethical challenges for Christian institutions. This study examined how a Christian university can implement an AI-focused professional development program that aligns with its faith-based values while addressing concerns related to academic integrity, AI bias, and ethical responsibility (Selwyn, 2022). The research employed a qualitative methodology, utilizing various interviews and document analysis to explore faculty perceptions, institutional policies, and best practices for AI adoption in Christian education (Harrison & Dearden, 2023). It also investigated the ethical implications of AI use, including data privacy issues, misinformation, and the responsible integration of AI tools in pedagogy (Floridi & Cowls, 2022). Through thematic analysis, this study identified key challenges and proposed a framework for AI professional development that upholds the university's Christian educational principles (Smith & Johnson, 2021). The findings provided insights into how the institution can balance technological innovation with ethical and theological considerations, ensuring AI is a tool for enhancing, rather than undermining, faith-based teaching (Jones & White, 2023). This research contributes to the growing discourse on AI ethics in education and offers practical recommendations for Christian universities seeking to integrate AI into their teaching and faculty training programs (Brown, 2024).

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