Faculty Awareness and Attitudes towards ChatGPT Integration in Higher Education
Zarny L. Zaragoza
http://orcid.org/:0000-0003-3269-9496
zarnyliberatozaragoza@gmail.com
College of International Tourism and Hospitality Management
University of Perpetual Help System DALTA (Molino), Philippines
DOI: https://doi.org/10.54476/ioer-imrj/753982
ABSTRACT
This study explores the awareness and utilization of AI tools, such as ChatGPT, among educators in university settings. It examines their perceptions of the benefits, ethical considerations, and how demographic factors influence their familiarity with these technologies. While faculty members are generally aware of ChatGPT, its use in teaching remains limited. Educators recognize its potential for customizing learning materials, providing feedback, and enhancing student engagement, but they express concerns about biases, academic integrity, and their own readiness to adopt AI tools. The findings indicate a correlation between familiarity with AI tools and factors such as age, educational attainment, ethical concerns, and prior AI training. These results highlight a growing interest in AI education, underscoring the importance of comprehensive training and ethical guidelines to support educators in the responsible integration of AI technologies. Statistical analyses, including descriptive measures and inferential tests like chi-square and ANOVA, were employed to discern these patterns and their significance. In conclusion, this study emphasizes the necessity for educational institutions to equip educators with the essential resources for the effective and responsible incorporation of AI into learning environments.
Keywords: ChatGPT, AI-driven tools, education, faculty members, perceived benefits, ethical considerations