Reskilling Higher-Education Faculty for Generative AI: HRM Strategies, Work Redesign, and Ethical Governance

Abstract

Generative AI tools are quickly becoming used across higher education institutions to prepare courses, support students, and assist in assessment, but the lack of capabilities and governance risks jeopardize the quality of teaching and trust. The desk-study article is a synthesis of evidence about the use of AI and professional development by teachers, which is supported by UNESCO and OECD policy advice and emerging regulatory limitations. A systematic review of AI-related research of teachers (2015–2024) shows that most studies imply the use of AI in teaching, but not AI to enhance teacher professional development, implying that there is a lack of demand in learning opportunities. Empirical data also indicate that teachers utilize GenAI in self-directed instructional growth (e.g., inspiration, lesson planning framework) and require assistance to cope with ethical, legal, and pedagogical risks. We construct a university-level HRM-based framework of GenAI preparedness: (1) competence and AI literacy pathways; (2) work redesign and role clarity; (3) governance and compliance (privacy, transparency, assessment integrity); and (4) equity, well-being, and protection of employee rights. Best practices such as competency-based PD initiatives, communities of practice, policies of transparent assessment backed by tools such as the AI Assessment Scale, and protections consistent with law changes (e.g. bans on some uses of AI in education) are all practical suggestions.