ABSTRACT
China's pursuit of global leadership in artificial intelligence (AI) is reflected in its robust policy frameworks and strategic initiatives that aim to foster technological innovation. However, this enthusiasm for AI is coupled with stringent regulations that seek to safeguard AI technologies and ensure national competitiveness and security. This dual approach is particularly evident in postsecondary education, as higher education and adult education institutions serve as critical platforms for developing AI capabilities and fostering AI literacy among youth and professionals. This chapter explores how educators in postsecondary education institutions in China perceive and adopt AI technologies in comparison with their counterparts in other AI-enthusiastic countries in the West and in Asia. This chapter aims to (1) identify the types and frequencies of AI use in postsecondary education settings and (2) examine the relationship between perceptions of AI and educators' current work (e.g., workloads, job satisfaction, and productivity). By employing comparative analysis based on an international survey, this study seeks to provide insights into the unique dynamics of the education sector regarding AI technology perceptions and adoption.
