Exploring the factors affecting the adoption AI techniques in higher education: insights from teachers' perspectives on ChatGPT

Abstract

PurposeChatGPT, an artificial intelligence (AI)-powered chatbot, has gained substantial attention in the academic world for its potential to transform the education industry. While ChatGPT offers numerous benefits, concerns have also been raised regarding its impact on the quality of education. This study aims to bridge the gap in research by exploring teachers' perspectives on the adoption of ChatGPT, with a focus on identifying factors that motivate and inhibit them to adopt ChatGPT for educational purposes.Design/methodology/approachThis research has employed a interpretative phenomenological analysis (IPA) qualitative approach. Through in-depth interviews among the teachers, data will be collected to identify the motivating and inhibiting factors that impact teachers' willingness to adopt ChatGPT. The data was collected from 34 teachers working across 10 branches of the University of Technology and Applied Sciences (UTAS) in Oman.FindingsThe analysis revealed four themes under motivating factors that encourage teachers to adopt ChatGPT for their educational purpose. These include Theme 1: Exploration of innovative education technologies, Theme 2: Personalization teaching and learning, Theme 3: Time-saving and Theme 4: Professional development. On the other hand, inhibiting factors includes five themes which includes Theme 1: Reliability and accuracy concerns, Theme 2: Reduced human interaction, Theme 3: Privacy and data security, Theme 4: lack of institutional support and Theme 5: Overreliance on ChatGPT.Practical implicationsThis study contributes to the understanding of teachers' perspectives on the adoption of ChatGPT in education. By understanding teachers' perspectives, policymakers can design appropriate policies and service providers can customize their offerings to meet teachers' requirements. The study's findings will be valuable for higher education institutions (HEIs) in formulating policies to ensure the appropriate and effective utilization of ChatGPT. The study will provide suggestions to ChatGPT service providers, enabling them to focus on motivating factors and address inhibiting factors, thereby facilitating the seamless adoption of ChatGPT among teachers.Originality/valueIn comparison to previous studies, this study goes beyond merely discussing the possible benefits and limitations of ChatGPT in education. This research significantly contributes to the understanding of ChatGPT adoption among teachers by identifying specific motivating and inhibiting factors that influence teachers to adopt ChatGPT for educational purposes. The research enables to gain important new insights that were not previously found, giving a fresh dimension to the existing literature.

The ChatGPT dilemma: unravelling teachers’ perspectives on inhibiting and motivating factors for adoption of ChatGPT

“…ChatGPT dilemma Nguyen (2023) discovered that EFL teachers show enthusiasm for integrating ChatGPT into their writing lessons. Al-Mughairi and Bhaskar (2024) have conducted a qualitative investigation to identify motivating and inhibiting factors in adopting ChatGPT from teachers' perspectives in Oman. In the survey-based research conducted by Kiryakova and Angelova (2023), they found that ChatGPT has a positive attitude toward its application in their teaching activities.…”

Assessing the relationship between anxiety and the adoption of Artificial Intelligence tools among mathematics preservice teachers

“…The reasons why educators choose to use AI tools vary across different fields (Nja et al, 2023). Various factors have been identified as barriers to the adoption of AI tools, including lack of technical support (Nascimento & Meirelles, 2022), ethical concerns (Alanzi et al, 2023), technical complexity (Nguyen et al, 2022), and limited professional development opportunities on AI tools (Al-Mughairi & Bhaskar, 2024). According to Sánchez-Prieto et al (2019), teachers refrain from using AI technologies due to perceived difficulties.…”