EXPLORING TEACHERS’ ATTITUDES TOWARDS USING CHATGPT
Open accessAbstract
ChatGPT has the potential to revolutionize education. By allowing machine learning and natural language processing (NLP) algorithms to interact with students in real-time, ChatGPT can provide students with personalized and interactive learning experiences that are tailored specifically for their individual needs. This study uses Technology Acceptance Model to explore the attitudes of faculty members towards using ChatGPT. Semi-structured interviews with 20 faculty members of a private university in Pakistan were conducted. The responses from the interviews indicate that university faculty are generally cautious in their approach to using ChatGPT. The faculty members had a negative perception and attitude towards using ChatGPT. Potential risks such as cheating and plagiarism were cited as major concerns, while potential benefits such as ease in lesson planning and assessment were also noted. The results of this study suggest that university faculty need more information and education about ChatGPT in order to make informed decisions about its use. Additionally, future research should focus on student perceptions and the use of quantitative methods to gain further insight into how university faculty are using ChatGPT for teaching and learning purposes.
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The review found that teachers without the requisite skills to utilize ChatGPT realized that it did not contribute positively to their work and could potentially have adverse effects.
“the review also found that teachers without the requisite skills to utilize ChatGPT realized that it did not contribute positively to their work and could potentially have adverse effects [37]”
From A systematic literature review of empirical research on ChatGPT in education (2024) · cites this paper as [37]
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- Authors
- Iqbal, N., Ahmed, H., & Azhar, K. A.
- Affiliations
- National University of Malaysia (MY)
- Salim Habib University (PK)
- Venue
- Global Journal for Management and Administrative Sciences
- Publisher
- University of Karachi
- Published
- 2022-12-31
- Volume
- 3
- Issue
- 4
- Pages
- 97-111
- ISSN
- 2788-4821 (ISSN-L)
- 2788-483X
- OpenAlex
- W4375930474
- Cited by
- 169
- References
- 17
- Citations by year
- 2026: 26 · 2025: 64 · 2024: 69 · 2023: 10
- FWCI
- 35.38
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Global Journal for Management and Administrative Sciences (publishedVersion, cc-by)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Social Sciences › Education › Technology-Enhanced Education Studies
- Keywords
- ChatGPT, teacher attitudes, university faculty, technology acceptance model, generative AI in education, academic integrity, cheating, plagiarism, lesson planning, assessment, faculty training
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