Chemistry faculty perspectives on artificial intelligence and pedagogical change in higher education

Abstract

This qualitative study investigated chemistry faculty perspectives on the integration of artificial intelligence (AI) in higher education. Three chemistry faculty members from a STEM-focused university participated in the study and provided their perspectives on the use of artificial intelligence. This study was guided by the following research questions: (1) How do chemistry faculty perceive the role of AI in student learning within their discipline? (2) What are the perceived benefits and challenges of integrating AI technologies into chemistry instruction? (3) How do faculty address ethical considerations associated with AI use in their teaching practices? Using inductive analysis and open coding, themes were identified directly from participants responses without relying on predetermined categories. The study findings suggest that faculty view AI as a helpful tool for enhancing instructional understanding and increasing student engagement. Participants also discussed concerns regarding academic integrity and other ethical implications related to the use of AI in academic settings. The need for more focused professional development emerged as a positive tool in supporting effective AI integration. The results are presented through a fictionalized data story, highlighting the complexity of faculty experiences with AI.

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