Recently, Artificial Intelligence (AI) has become very topical as a tool to benefit or hinder education. AI tools are viewed as a transformative across all levels of education, and have the potential to redefine pedagogy, student engagement, and assessment methods. This study is the second to a study on Humanities lecturers' perceptions and experiences of using AI tools for Higher Education teaching and learning. The initial study highlighted both the perceived potential benefits and challenges associated with AI integration in the Faculty of Humanities. It revealed an interesting paradox where lecturers acknowledged AI’s capacity for enhancing content delivery and student engagement, yet expressed concerns about issues like cognitive apathy, ethical considerations, and the potential for superficial learning outcomes. Many lecturers indicated a need for structured guidance to navigate these new challenges, voicing an interest in training initiatives that address both practical applications and ethical dimensions of using AI tools effectively for teaching.

In response to these findings, the Faculty Head introduced an AI training initiative to support Humanities lecturers in developing informed, pedagogically sound, and ethically aware uses of AI in their teaching practices. This follow-up paper seeks to analyze the lecturers’ insights into training initiative, to gain an in-depth understanding of whether and how it has influenced lecturers’ perceptions, confidence, and actual practices in integrating AI tools into their teaching. Given that the Humanities disciplines are traditionally rooted in critical thinking, and deep engagement with heavy content, it is essential to understand how AI training aligns with these and addresses lecturers' prior concerns.

Thus, this study builds upon the findings of the initial research by addressing three main areas:
(1) lecturers' perceptions of the effectiveness of the AI training initiative;
(2) the influence of the training on lecturers' confidence in using AI for pedagogical purposes; and
(3) the challenges and opportunities lecturers experience in implementing AI post-training.

Through these investigations, the study aims to analyze how well the training met the needs of Humanities lecturers expressed in the first study and to identify any remaining gaps in support that could enhance future AI-focused training interventions.

Keywords: Technology, Artificial intelligence, pedagogy, Humanities discipline, training.