Abstract
The emergence of Artificial Intelligence (AI) in teaching has had a transformative impact on various aspects of education. AI tools, such as OpenAI's ChatGPT, have introduced innovative approaches to teaching and emphasized the necessity for personalised learning materials. Its application to teaching has heightened the significance of digitization, especially in the age of AI when technologies determine the future priorities of education. The integration of such technology has streamlined material development processes and provided a number of benefits. It has also accelerated the need to incorporate AI in classrooms to keep up with modern trends in pedagogy. With AI assistance, the education processes have become more efficient and productive. The objective of this paper is to explore the versatile use of ChatGPT as a valuable digital resource in teaching processes. The quantitative study, which was conducted with 50 university teachers in Georgia, examined teachers’ perspectives on using AI in education. In particular, the research dealt with the ways university teachers utilize ChatGPT to design engaging and context-relevant materials. It also analysed teachers’ perceptions of AI’s potential to enhance their overall teaching experience. The study further explored the disadvantages that ChatGPT presented in the teaching and learning processes. By examining these areas, the study revealed a number of the affordances of ChatGPT as well as its potential limitations in educational processes.
Author Information
Nato Pachuashvili, International Black Sea University, Georgia
Paper Information
Conference: ECE2024
Stream: Teaching Experiences
This paper is part of the ECE2024 Conference Proceedings (View)
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To cite this article:
Pachuashvili N. (2024) Teaching in the Era of AI: Teachers’ Perspectives of Utilizing ChatGPT in Education ISSN: 2188-1162 The European Conference on Education 2024: Official Conference Proceedings (pp. 359-371) https://doi.org/10.22492/issn.2188-1162.2024.29
To link to this article: https://doi.org/10.22492/issn.2188-1162.2024.29
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