Abstract
Abstract: The integration of Generative AI into higher education instruction depends not only on technological availability but also on lecturers' AI-related pedagogical competence and institutional support in guiding its use within the instructional design process. This study aims to analyze the impact of lecturers' AI-pedagogical competence and institutional support on the quality of Generative AI integration and instructional design quality, while also examining the mediating role of Generative AI integration quality. A quantitative approach with an explanatory cross-sectional design was employed. Data were collected from 300 lecturers and analyzed in stages using IBM SPSS Statistics and SmartPLS 4. The research model comprises four reflective constructs—lecturers' AI-pedagogical competence, institutional support, Generative AI integration quality, and instructional design quality—measured via 60 indicators using a five-point Likert scale. The analysis encompassed assessments of data quality, common method bias, the measurement model, and the structural model, as well as examinations of direct and indirect effects via bootstrapping. The results indicate that AI-pedagogical competence positively influences both the quality of Generative AI integration and instructional design quality. Institutional support positively affects the quality of Generative AI integration but does not show a significant direct effect on instructional design quality. Generative AI integration quality positively influences instructional design quality. Furthermore, Generative AI integration quality mediates the relationship between AI-pedagogical competence, institutional support, and instructional design quality. These findings suggest that Generative AI should be understood not merely as a technology used in instruction, but as an integration mechanism linking lecturers' capabilities and institutional support to the quality of instructional design. The study offers implications for developing lecturers' AI-pedagogical competence and strengthening institutional support to ensure that Generative AI integration is carried out systematically, pedagogically, and responsibly. Keywords: Generative AI; AI-pedagogical competence; institutional support; quality of AI integration; learning design; instructional design; higher education. Abstrak: Integrasi Generative AI dalam pembelajaran perguruan tinggi tidak hanya bergantung pada ketersediaan teknologi, tetapi juga pada kompetensi pedagogis dosen dan dukungan institusi dalam mengarahkan penggunaannya ke dalam proses desain pembelajaran. Penelitian ini bertujuan menganalisis pengaruh kompetensi pedagogis-AI dosen dan dukungan institusi terhadap kualitas integrasi Generative AI serta kualitas desain pembelajaran, sekaligus menguji peran mediasi kualitas integrasi Generative AI. Penelitian menggunakan pendekatan kuantitatif dengan desain explanatory cross-sectional. Data diperoleh dari 300 dosen dan dianalisis secara bertahap menggunakan IBM SPSS Statistics dan SmartPLS 4. Model penelitian mencakup empat konstruk reflektif, yaitu kompetensi pedagogis-AI dosen, dukungan institusi, kualitas integrasi Generative AI, dan kualitas desain pembelajaran, yang diukur melalui 60 indikator dengan skala Likert lima poin. Analisis meliputi pengujian kualitas data, common method bias, model pengukuran, model struktural, pengaruh langsung, dan pengaruh tidak langsung melalui bootstrapping. Hasil penelitian menunjukkan bahwa kompetensi pedagogis-AI berpengaruh positif terhadap kualitas integrasi Generative AI dan kualitas desain pembelajaran. Dukungan institusi berpengaruh positif terhadap kualitas integrasi Generative AI, tetapi tidak menunjukkan pengaruh langsung yang signifikan terhadap kualitas desain pembelajaran. Kualitas integrasi Generative AI berpengaruh positif terhadap kualitas desain pembelajaran. Selain itu, kualitas integrasi Generative AI memediasi hubungan kompetensi pedagogis-AI dan dukungan institusi dengan kualitas desain pembelajaran. Temuan ini menunjukkan bahwa Generative AI tidak cukup dipahami sebagai teknologi yang digunakan dalam pembelajaran, tetapi sebagai mekanisme integrasi yang menghubungkan kapasitas dosen dan dukungan institusi dengan kualitas instructional design. Penelitian ini memberikan implikasi bagi pengembangan kompetensi pedagogis-AI dosen dan penguatan dukungan institusional agar integrasi Generative AI dapat dilakukan secara sistematis, pedagogis, dan bertanggung jawab. Kata kunci: Generative AI; kompetensi pedagogis-AI; dukungan institusi; kualitas integrasi AI; desain pembelajaran; instructional design; pendidikan tinggi.
