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Will generative AI replace teachers in higher education? A study of teacher and student perceptions
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“Chan and Tsi (2024) demonstrated that faculty attitudes toward generative AI existed on a continuum from enthusiastic adoption to principled resistance, with the majority situated in a zone of cautious ambivalence.”
From Adoption and Integration of Artificial Intelligence in Foreign Language Teaching: Multi-Institutional Analysis of Higher Education (2026) · cites this paper as Chan and Tsi (2024)
In the citing paper
“Despite these technological advancements, a growing body of evidence indicates that the Integration of AI into language pedagogy remains superficial and inconsistent (Chan & Tsi, 2024;Moorhouse et al., 2023).”
From Adoption and Integration of Artificial Intelligence in Foreign Language Teaching: Multi-Institutional Analysis of Higher Education (2026) · cites this paper as Chan & Tsi, 2024
In the citing paper
“This directly challenges the claims that GenAI feedback is an opportunity for 'liberating teachers from time-consuming tasks and allowing them to concentrate on higher-level responsibilities' (Chan and Tsi 2024, p.2).”
From Comparing Generative AI and teacher feedback: student perceptions of usefulness and trustworthiness (2026) · cites this paper as Chan and Tsi 2024
In the citing paper
“Faculty members largely rejected the notion that GenAI will replace human teachers, affirming unique human qualities such as emotional support, creativity nurturing and ethical guidance (Chan & Tsi, 2024).”
From An integrated AI literacy framework for higher‑education teachers: a critical review and conceptual synthesis (2026) · cites this paper as Chan & Tsi, 2024
In the citing paper
“The research indicated that a significant anxiety existed regarding cognitive offloading and epistemic authority (Chan & Tsi, 2024;Haroud & Saqri, 2025).”
From An integrated AI literacy framework for higher‑education teachers: a critical review and conceptual synthesis (2026) · cites this paper as Chan & Tsi, 2024
In the citing paper
“Finally, broader social implications such as equity, access, workforce transformation and societal consequences remained unaddressed despite reports on individual emotional responses and work-life balance (Chan & Tsi, 2024;Ding et al., 2025).”
From An integrated AI literacy framework for higher‑education teachers: a critical review and conceptual synthesis (2026) · cites this paper as Chan & Tsi, 2024
In the citing paper
“There were disparate reports on whether AI was perceived as a threat to teacher autonomy because it lacks affective and creative capacities, compared to arguments that AI will not replace human teachers but rather provide time efficiencies for other tasks (Chan & Tsi, 2024;Haroud & Saqri, 2025;Khalil & Alsenaidi, 2024).”
From An integrated AI literacy framework for higher‑education teachers: a critical review and conceptual synthesis (2026) · cites this paper as Chan & Tsi, 2024
In the citing paper
“AI tools and resources, such as virtual tutors, voice assistants [18], text-to-image generation (Stable Diffusion, Dall-e-2, Midjourney), text summarization (summarizer.org),AI video generation platforms (Synthesia or Elai.io),AI-enabled adaptive assessment [48], and smart content, may also supplement traditional learning techniques by providing students with additional material and interactive ex”
From New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution (2023) · cites this paper as [40]
In the citing paper
“Recent research recommends a balanced approach, emphasizing that universities should support educators in leveraging AI's strengths while maintaining the unique qualities of human teaching, such as fostering critical thinking and social-emotional skills (Chan & Tsi, 2024).”
From Examining faculty and student perceptions of generative AI in university courses (2025) · cites this paper as Chan & Tsi, 2024
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“Shiri (2023) According to Table 2, research by Shiri (2023) and Chan & Tsi (2023) has indicated that despite the efficacy in boosting learning, AI chatbots have been reported to lack specific human aspects in terms of creativity, emotions, and critical thinking ability.”
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“While GenAI can support educators by increasing efficiency and effectiveness through automation of many routine tasks, there is a risk that over-reliance on GenAI could diminish the human touch [34].”
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“They will be augmented by technology and expert AI users, focusing on aspects of teaching not easily emulated by AI, such as nurturing social-emotional competencies, guiding ethical discussions, and providing emotional support (Chan & Tsi, 2024; Selwyn, 2019).”
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“…will include a combination of human abilities inherent to teachers, along with AI tools that enhance their various capabilities, thus resulting in a more effective and beneficial education system for both teachers and students (Chan & Tsi, 2023; Ifelebuegu et al., 2023 ; Tajik & Tajik, 2023 ).”
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“As a transformative educational resource, generative AI not only enriches the interaction between teachers and students but also brings a series of positive impacts to higher education (Chan & Tsi, 2024; Shahzad et al., 2024).”
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“A growing concern is that teachers may be among the professions at risk of being replaced by automated systems (chan & Tsi, 2024).”
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“…such as real-time voice cloning and lip-sync technologies such as Wav2Lip have provided a solid foundation to create realistic virtual teachers (Chan & Tsi, 2024; Harshit et al., 2024; Zhou et al., 2024) who developed a digital human capable of simulating human interactions for English…”
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Shal, T., Ghamrawi, N., Abu-Tineh, A. M. H., & Alshaboul, Y. M. K. (2026) · Frontiers in Education · doi:10.3389/feduc.2025.1626340 · Cited by 2
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INNOVATIVE EFFECTS OF ARTIFICIAL INTELLIGENCE ON TEACHER EDUCATION
Köprülü, F., Oyebimpe, A. O., Başarı, Ş., & Besim, S. (2023) · Conhecimento & Diversidade · doi:10.18316/rcd.v15i40.11240 · Cited by 2
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Key Features of AI Applications in Foreign Language Teaching
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AI-Empowered Learning Models in Economy 5.0: Fostering Meaning Creation Beyond Literacy
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Artificial intelligence in education. Getting out of the black box
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Human-in-the-Loop: A Conceptual Framework for Business English Teachers’ AI-Empowered Assessment
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Redefining the Role of Educators, Not Replacing Them
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“…for enhancing learning outcomes and fostering ethical awareness among students or using AI in diagnosing students at risk and identifying learning gaps) (Chan & Tsi, 2024; Ye et al., 2024) o Emergent product systems – supporting teachers in enhancing interaction between students and learning…”
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Metadata
- Authors
- Chan, C. K. Y., & Tsi, L. H. Y.
- Affiliations
- University of Hong Kong (HK)
- Corresponding author
- Chan, Cecilia Ka Yuk
- ORCID
- Chan, Cecilia Ka Yuk
- Venue
- Studies in Educational Evaluation
- Publisher
- Elsevier BV
- Published
- 2024-12
- Volume
- 83
- Pages
- 101395
- ISSN
- 0191-491X (ISSN-L)
- OpenAlex
- W4401988281
- Cited by
- 387
- References
- 79
- Citations by year
- 2026: 152 · 2025: 157 · 2024: 57
- FWCI
- 137.61
- Type
- journal article
- Language
- en
- Open access
- green
- arxiv.org
- Licence
- Locations
- Studies In Educational Evaluation (publishedVersion)
- arXiv (Cornell University) (submittedVersion, cc-by-nc-sa)
- The HKU Scholars Hub (University of Hong Kong) (submittedVersion, cc-by-nc-nd)
- arXiv (Cornell University)
- Funders
- University Grants Committee
- Topics
- Social Sciences › Education › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Social Sciences › Education › Educational Technology and Pedagogy
- Keywords
- generative AI, teacher role, human-AI collaboration, AI replacing teachers, student perceptions, teacher perceptions, socioemotional skills, critical thinking, AI literacy, AI ethics, privacy, university teaching, Hong Kong universities
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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