Development and Validation of a Faculty Artificial Intelligence Literacy and Competency (FALCON-AI) Scale for Higher Education

Abstract

The integration of artificial intelligence (AI) in higher education underscores the growing importance of faculty AI literacy and competency across teaching, research, and service. Existing AI literacy instruments, however, primarily target the general public, students, or K-12 teachers, and therefore lack the role-embedded indicators and psychometric validation needed for scalable assessment among university faculty. Grounded in the Critical Tech-resilient Literacies (CTRL) framework, this study develops and validates the Faculty Artificial Intelligence Literacy and Competency (FALCON-AI) Scale as a concise and practically deployable tool for higher education contexts. Using a theory-driven development process, we generated an initial pool of 43 items mapped to three literacies (functional, evaluative, and ethical literacy) and situated them across four faculty work domains (general, teaching, research, service/administration), creating a 3 x 4 framework. Content validation was conducted through structured interviews with four subject-matter experts, supplemented by a GPT-based reviewer to triangulate ratings of clarity, relevance, and necessity, yielding refined 39 items for pilot testing. Pilot testing involved 269 valid responses, which were analyzed using confirmatory factor analysis (CFA). CFA evaluated the theoretically specified structure, followed by item reduction to minimize respondent burden while preserving content coverage. The final 23-item FALCON-AI demonstrated good model fit for the AI Literacy x Faculty Work measurement and strong reliability. This study presents a validated FALCON-AI scale with good reliability and validity, offering a refined practical instrument for assessing faculty AI in higher education.

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