Efficacy and ease of use of AI applications among teachers in Serbian HEIs

The rapid diffusion of artificial intelligence in higher education is reshaping teaching practices, yet its acceptance among university teachers remains uneven and insufficiently understood. This study provides a descriptive and exploratory analysis of lecturers’ perceptions of the usefulness and ease of use of AI applications in higher education institutions in Serbia, with particular attention to gender differences. Based on a survey of 312 lecturers, the study examines perceptions of AI in relation to teaching competencies, the organization of instructional and assessment materials, productivity and professional support, ease of use, broader pedagogical activities, and adaptation to AI-supported teaching. The findings show no statistically significant gender differences in self-assessed AI knowledge, but they do indicate gender-related variation in selected perceptions of AI use. At the same time, respondents’ attitudes are generally cautious and mixed rather than uniformly positive. Women more frequently expressed reservations, especially regarding ease of use and broader pedagogical application, while no consistent gender differences were found across all dimensions. Overall, the results suggest that AI in higher education is perceived less as a straightforward driver of improvement and more as a context-dependent tool whose value depends on disciplinary, pedagogical, and professional considerations.