Aim/PurposeThis study validates a responsible artificial intelligence (AI) framework designed to strengthen AI-readiness among higher education faculty in India.

BackgroundWith the increasing use of AI in education, faculty require structured support; however, faculty development models for responsible AI integration remain limited.

MethodologyA mixed-methods pilot study with ten humanities and performing arts faculty used a dual-model evaluation approach. Three sessions from the framework were implemented, and data were collected through knowledge-attitude-practice (KAP) surveys, cognitive-affective-psychomotor (CAP) performance rubrics, and reflective responses.

ContributionThis study validates a dual-model framework for faculty development regarding responsible AI readiness.

FindingsThe adapted KAP survey demonstrated strong reliability, with higher AI knowledge associated with more positive attitudes. However, knowledge did not consistently translate into practice, highlighting the need for structured hands-on learning. CAP-based performance assessments and reflections indicated improved ethical awareness, critical engagement, and foundational AI-integration skills.

Recommendations for PractitionersInstitutions should embed structured AI-training for faculty, with authentic instructional tasks.

Recommendation for ResearchersFuture research should test this approach across larger and more diverse institutional contexts.

Impact on SocietyDeveloping AI-ready faculty can foster ethical and future-focused learning environments.

Future ResearchFuture studies should expand across disciplines and examine longer-term outcomes.