Artificial intelligence in higher education: Hidden faces and implications for change management among teachers

This article analyzes the often unseen effects of AI integration in higher education, beyond its image as a pedagogical innovation. Based on the PRISMA methodology and a review of 23 articles published between 2020 and 2025 in Scopus, the study sheds light on teachers' perceptions and concerns. The results reveal ethical, identity and organizational tensions, marked by fears linked to the reliability of tools, professional deskilling, equity, cognitive load, academic integrity and the absence of clear institutional frameworks. These "hidden faces" partly explain the pedagogical resistance observed. The analysis highlights that sustainable adoption of AI depends not only on technology, but also on change management, requiring strategic governance, ongoing training, appropriate techno-pedagogical support and the development of a solid ethical culture. The study thus contributes to an in-depth understanding of the brakes and levers on teachers' appropriation of AI, with a view to a responsible and sustainable educational transformation.

Pagina's: 52, Paperback, Our Knowledge Publishing