T P, ShabnaK, Mohamed Haneefa2025-12-022025-12-022025-12-019789381232149https://ir.inflibnet.ac.in/handle/1944/2512Library 2047: Democratizing Knowledge Towards Viksit BharatThe rapid advancement of artificial intelligence (AI) technologies is transforming the landscape of higher education, presenting both innovative opportunities and significant challenges for academic institutions. This comparative study investigated the levels of awareness, attitudes, usage patterns, and institutional readiness for AI integration among research scholars and faculty members at Farook College, with particular focus on identifying disparities between these two key academic constituencies. A descriptive research design was employed with 127 participants (75 faculty members and 52 research scholars) from various disciplines. Data were collected through structured questionnaires administered via printed copies and Google Forms, achieving response rates of 87.80% among faculty members and 66.67% among research scholars. The study reveals substantial differences between research scholars and faculty in AI integration readiness, with research scholars showing higher enthusiasm but also greater concern intensity. Both groups recognise AI's transformative potential while emphasising the need for ethical implementation. The findings highlight urgent requirements for differentiated institutional strategies that address faculty training deficits, develop comprehensive AI governance policies, and establish equitable support systems. The research contributes to understanding stakeholder-specific needs in AI adoption and provides evidence for developing targeted interventions to ensure the responsible and effective integration of AI in higher education contexts.enArtificial IntelligenceArtificial Intelligence in EducationEducational TechnologyFaculty AI AdoptionArticle