Exploring educators’ perspectives on ChatGPT integration in engineering and management education

Abstract

Purpose This study aims to explore educators’ perspectives on integrating ChatGPT into engineering and management education. The focus of this research is to identify the benefits and limitations for integrating ChatGPT in their respective fields, as well as to determine the motivating and inhibiting factors for using ChatGPT in engineering and management education by using Interpretative Phenomenological Analysis (IPA) as the methodological framework. Design/methodology/approach IPA has been used to explore educators’ insight on ChatGPT integration in engineering and management education. The study was conducted at across 13 branches of the University of Technology and Applied Sciences (UTAS), which is the largest Higher Education Institutions (HEIs) with 13 branches spread over 11 governorates in Oman. A total 132 educators (67 from the engineering departments and 65 from the management department) were interviewed to achieve the research objectives. Findings The findings have resulted in 4 super-ordinate themes and 5 sub-themes under each super-ordinate theme. Under super-ordinate theme-1 benefits; the sub-themes are personalized educational content; interactive learning experience; streamlined administrative tasks; research catalyst; and inclusive educational environment. Under the super-ordinate theme-2 limitations; the sub-themes are contextual challenge; accuracy and reliability concerns; diminished personal interaction; over-reliance on ChatGPT; and intellectual property violation. Under the super-ordinate theme-3 motivators; the sub-themes are next-gen teaching techniques; institutional excellence pathways; augmented reality and virtual simulation learning landscape; student performance optimization; and career growth catalyst. Under super-ordinate theme-4 inhibitors; the sub-themes are resistance to technological change; regulatory and compliance challenges; pedagogical paradigm shifts; financial and technological resource constraints; and scepticism. Research limitations/implications The study focuses solely on educators from the engineering and management department of UTAS in Oman, which may not fully represent the perspectives and experiences of educators from diverse backgrounds. Using only IPA may limit the understanding of ChatGPT, therefore, mixed research methods can provide more comprehensive and reliable results. Future researchers can also conduct comparative analyses between engineering and management educators. Practical implications The findings of this research provide actionable insights for HEI, educators, policymakers and ChatGPT service providers for effectively integrating ChatGPT into teaching to enhance the quality of engineering and management education. By understanding the benefits, limitations alongside motivators and inhibitors; stakeholders can make informed decisions to implement ChatGPT effectively in both fields. Originality/value This research offers a groundbreaking analysis of ChatGPT integration in HEIs from a Global South viewpoint, where instructors encounter obstacles such as high student-teacher ratios, inconsistent internet connection and disparities in AI literacy. The study fulfils an important gap by presenting educators’ viewpoints, addressing a topic lacking in the literature and bridging disciplinary insights from engineering and management education. It offers a thorough examination of the benefits limitations, motivators and inhibitors of ChatGPT usage in educational environments. The results provide scalable, realistic approaches to integrating AI in higher education settings with limited resources by providing contextually grounded insights.

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