Teacher Readiness for Human-Centred AI Integration in Higher Education: Evidence from Assam, India

Author(s)	Ms. Karshika Boruah
Country	India
Abstract	Generative artificial intelligence (GenAI) is transforming higher education, making teacher readiness essential for responsible integration. This paper proposes an empirical framework to examine higher education teachers’ readiness for human-centred AI integration in Assam. Based on UNESCO’s AI Competency Framework for Teachers, the study focuses on five dimensions: human-centred mindset, AI ethics, AI foundations and applications, AI pedagogy, and AI-supported professional learning, alongside institutional support. A quantitative, cross-sectional survey design is proposed, employing a structured questionnaire and statistical analyses to assess readiness and its influencing factors. Addressing a regional research gap, the study emphasises ethical judgment, pedagogical competence, and human accountability rather than technological adoption alone. As primary data collection is pending, the framework provides a basis for future empirical investigation. The anticipated findings may inform faculty development, institutional AI policies, and responsible AI integration in higher education.
Keywords	Artificial Intelligence, Generative AI, Teacher Readiness, Higher Education, Human-Centred AI, AI Literacy, AI Pedagogy, Assam, India
Field	Sociology > Education
Published In	Volume 8, Issue 5, September-October 2026
Published On	2026-10-15
DOI	https://doi.org/10.36948/ijfmr.2026.v08i05.89809

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