Abstract: This paper presents the design, implementation, and outcomes of a faculty-focused micro-credential aimed at improving generative artificial intelligence (GenAI) literacy and ethical readiness among educators in higher education. Motivated by a disconnect between widespread student use of generative AI tools and limited faculty preparedness, the micro-credential offers a self-paced, modular course grounded in experiential learning and focused on responsible technology use. The curriculum covers core GenAI concepts, ethical considerations, instructional applications, tool selection strategies, and prompt engineering practice. Participants produce artifacts such as syllabus statements and GenAI interaction transcripts. Module-level evaluations show that faculty found the content informative, appropriately paced, and supportive of meaningful learning. In addition, pretest-posttest survey results indicate statistically significant gains in GenAI use and self-efficacy. This case study contributes to the scholarship of information systems education by offering a replicable model of faculty development that promotes critical engagement with GenAI and supports pedagogical innovation across disciplines.

Keywords: Artificial intelligence, Generative AI, Faculty development, Asynchronous learning, Higher education, Pedagogy

Download This Article: JISE2026v37n2pp306-322.pdf

Recommended Citation: Goldberg, D. M., Sobo, E. J., Collins, K. K., Martin, A. S., Hauze, S. W., & Frazee, J. P. (2026). Advancing Generative AI Literacy Through a Faculty-Focused Micro-Credential. Journal of Information Systems Education, 37(2), 306-322. https://doi.org/10.62273/SZPC6757