Faculty readiness to teach with AI is shaped by both individual perceptions and institutional conditions. Using netnography and round-table discussions, this two-stage qualitative study captured how faculty and administrators articulate opportunities, concerns, and constraints surrounding AI use in teaching. Findings highlights shared tensions around ethics, assessment practices, and support structures. The study illustrates how these qualitative insights were synthesized to inform a socio-technical Faculty AI Readiness framework that serves as the foundation for subsequent scale development and empirical testing.
