Individual Factors That Influence The Adoption of Artificial Intelligence Tools Among University Teachers

Artificial intelligence (AI) has gained increasing importance in the ed-ucational field, making it essential to understand the factors influencing its adop-tion in higher education. This study aims to analyze the influence of university teachers’ individual factors on the adoption of AI tools at Universidad San Fran-cisco Xavier de Chuquisaca (USFX), Bolivia. A validated questionnaire was ad-ministered to 245 faculty members across different academic areas, and the data were analyzed using partial least squares structural equation modeling (PLS-SEM). The results show that basic knowledge of AI, resistance to change, and trust exert a positive and significant effect on attitudes toward the use of AI, which in turn was confirmed as the main predictor of adoption. In contrast, tech-nological anxiety did not present a significant influence in the model. These find-ings suggest that teachers’ acceptance of AI depends more on cognitive and emo-tional factors than on technical or infrastructural conditions. Therefore, strength-ening digital competencies, fostering emotional management of technological change, and building institutional trust are recommended as key strategies for the sustainable integration of AI into higher education in Bolivia.