Teachers’ Readiness to Integrate Artificial Intelligence into Higher Education and Their Digital Competence (A Case Study of Genetics Education)

This article presents the theoretical and methodological foundations of a study aimed at examining the relationship between the digital competence of faculty members in higher education institutions and their readiness to integrate artificial intelligence (AI) into the educational process. The study employs a quantitative cross-sectional design. Data are collected through a structured questionnaire based on a five-point Likert scale and analyzed using descriptive statistics, reliability analysis (Cronbach’s alpha), correlation analysis, the t-test, analysis of variance (ANOVA), and multiple regression analysis. The article provides a detailed rationale for the scientific relevance of the study, its objectives, research questions, selected methodology, and planned analytical framework. The findings are expected to contribute to the development of a human-centered and responsible model for the use of artificial intelligence in higher education.