AN INVESTIGATION INTO HOW UNIVERSITY-LEVEL TEACHERS PERCEIVE CHAT-GPT IMPACT UPON STUDENT LEARNING

Abstract

This research explores Chat -GPT inclusion into Pakistani higher education, addressing the issue of understanding teacher perspectives. To examine the relevance of this problem, an extensive survey involving 600 university teachers was undertaken using a positivist research paradigm. The findings show that teachers believe Chat-GPT has the ability to improve learning experiences by offering quick access to information and accommodating varied student demands. Concerns are raised, however about overreliance, ethical consequences, and possible impediments to critical thinking. These trends in data were revealed through statistical analysis, which included mean, standard deviation, correlation, and ANOVA. Concerns were raised, however, concerning the overreliance, ethical consequences, and possible barriers to critical thinking. Thus, longitudinal studies, qualitative research, thorough guidelines, and joint efforts are among the recommendations to enable the appropriate incorporation of AI technologies in education. This research adds to our understanding of the challenges of AI integration in education by highlighting need of balanced and well-informed educational methods.

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