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Cited by 50Artificial Intelligence in EducationArtificial Intelligence in Healthcare and EducationEducational Technology and Pedagogy

AI In education: comparative perspectives from STEM and non-STEM instructors

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Parviz, Muhammed·2024·Computers and Education Open
DOI 10.1016/j.caeo.2024.100190
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Abstract

The integration of artificial intelligence into education has emerged as a promising avenue for enriching teaching and learning experiences. Nevertheless, the successful implementation of artificial intelligence in educational contexts hinges upon various factors, one of which is the perspective of instructors. With this in mind, this study aimed to examine the perspectives of 536 instructors in STEM and non-STEM disciplines regarding AI integration. The respondents’ thoughts, opinions, and concerns regarding advantages, disadvantages and challenges were gathered through an online questionnaire featuring both closed and open-ended questions. Additionally, a series of semi-structured interview sessions were conducted with a cohort of instructors to collect qualitative and quantitative data. The findings revealed that both STEM and non-STEM instructors expressed positive attitudes toward the integration of AI technologies into education. However, notable differences in responses and concerns were also identified in relation to the perceived capabilities and limitations of AI technologies within educational contexts. The results further elucidated a spectrum of opinions on the benefits (e.g., scalability and tirelessness), drawbacks (e.g., deepfake technology and comfort-seeking behavior), and potential challenges (e.g., educational disillusionment and espionage) associated with AI integration. The study concluded by discussing the implications of these findings for STEM and non…

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  • When properly structured, AI education can be made accessible to students without mathematical or computational prerequisites.

    “Their findings indicate that when properly structured, AI education can be made accessible to students without mathematical or computational prerequisites, aligning with our study's focus on minimal training approaches.”

    From Democratizing Data Analysis: Can Generative AI Tools Enable Non-STEM Students to Complete Complex Coding Tasks with Minimal Training? (2025) · cites this paper as Parviz et al. (2024) [1]

  • Research on these forms of skepticism remains fragmented, as STEM and non-STEM contexts are largely studied in isolation.

    “Parviz (2024) further stresses that research on these forms of skepticism remains fragmented, as STEM and non-STEM contexts are largely studied in isolation.”

    From From avoidance to adoption: strategies for integrating AI in higher education contexts (2026) · cites this paper as Parviz, 2024

  • Even within the educational field, skepticism toward AI does not manifest uniformly but is shaped by disciplinary perspectives.

    “Even within the educational field, skepticism toward AI does not manifest uniformly but is shaped by disciplinary perspectives.”

    From From avoidance to adoption: strategies for integrating AI in higher education contexts (2026) · cites this paper as Parviz, 2024

  • Among STEM instructors, skepticism is shaped by their technical expertise, yet their adoption of AI remains conditional on self-efficacy, ease of use, perceived pedagogical benefits, and institutional support.

    “Among STEM instructors, skepticism is shaped by their technical expertise, yet their adoption of AI remains conditional on self-efficacy, ease of use, perceived pedagogical benefits, and institutional support.”

    From From avoidance to adoption: strategies for integrating AI in higher education contexts (2026) · cites this paper as Parviz, 2024

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Authors
Parviz, M.
Affiliations
Imam Ali University (IR)
Corresponding author
Parviz, Muhammed
ORCID
Parviz, Muhammed
Venue
Computers and Education Open
Publisher
Elsevier BV
Published
2024-06
Volume
6
Pages
100190
ISSN
2666-5573 (ISSN-L)
DOI
10.1016/j.caeo.2024.100190
OpenAlex
W4399133876
Cited by
50
References
28
Citations by year
2026: 22 · 2025: 27 · 2024: 1
FWCI
18.86
Type
journal article
Language
en
Open access
Licence
Locations
  • Computers and Education Open (publishedVersion, cc-by-nc-nd)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
  • Physical Sciences › Computer Science › Artificial Intelligence › Educational Technology and Pedagogy
Keywords
artificial intelligence in education, instructor attitudes, AI integration challenges, deepfakes, AI capabilities and limitations

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