Assessing AI Literacy in Higher Education: Development and Validation of a Multidimensional Scale for University Teachers

Abstract This study develops and validates a multidimensional scale to assess Artificial Intelligence (AI) literacy among university faculty, focusing on the Chinese higher education context. Grounded in the AI-TPACK framework, it extends existing models by incorporating five key dimensions: technical proficiency, ethical discernment, applied implementation, pedagogical integration, and emotional resilience—responding to gaps in current assessment tools that often overlook socio-emotional and context-specific teaching challenges. A mixed-methods approach was used, combining survey data with qualitative interviews to evaluate faculty competencies and identify barriers to AI adoption. Results indicate moderate overall AI literacy levels, with significant disparities across disciplines, age groups, and genders. Faculty frequently report challenges in ethically integrating AI, mitigating algorithmic bias, and managing technostress. The validated scale demonstrates strong reliability and construct validity, offering institutions a context-sensitive tool for assessing and enhancing AI competencies. Findings underscore the need for comprehensive, discipline-specific professional development programs that go beyond technical training to include ethical reasoning and emotional resilience.