Abstract
Generative artificial intelligence (GenAI) is rapidly reshaping undergraduate mathematics instruction, posing challenges to teaching, assessment, and academic integrity amid limited institutional guidance. This mixed-methods study examined undergraduate mathematics faculty attitudes toward GenAI integration (N = 41) using the technology acceptance model (TAM) and will-skill-tool (WST) frameworks. Faculty showed moderate openness/curiosity (M = 3.46), low confidence (M = 2.85), strong institutional support needs (M = 3.86), and minimal teaching influence (M = 2.95). Student impact concerns correlated with openness/curiosity (r = .33, p < .05) and curriculum modification willingness (r = .45, p < .01). Multiple regression revealed openness/curiosity as the only significant predictor of professional practice influence (β = .50, p = .013, R² = .41), challenging TAM's emphasis on perceived ease of use. Despite low confidence, 73.9% modified their teaching. Findings reveal incomplete WST implementation, underscoring institutional needs for support systems enabling responsible GenAI integration.
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Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 22, Issue 4, April 2026, Article No: em2804
https://doi.org/10.29333/ejmste/18126
Publication date: 01 Apr 2026
Online publication date: 15 Mar 2026
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