This study investigates the transformative role of Generative AI (GenAI) tools in enhancing educators’ tasks and performance within higher education, utilizing the Technology-to-Performance Chain (TPC) model as a theoretical framework. The research focuses on how dimensions of Work Compatibility, Ease of Use, Ease of Learning, and Information Quality influence the adoption and perceived impact of GenAI on teaching effectiveness. Data were gathered through quantitative surveys and qualitative interviews with 26 educators from a graduate business school in Peru. Results indicate that perceived performance improvements and the quality of AI-generated information are pivotal for successful adoption, while ease of use and learning, though valued, play a secondary role. The findings provide critical insights into the integration of emerging technologies in academic contexts, offering practical recommendations to educators, administrators, and policymakers aiming to leverage AI-driven tools for pedagogical innovation.
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