Volume 13 Issue 3 (2024)

ChatGPT Integration in Higher Education: Impacts on Teaching and Professional Development of University Professors

pp. 22-39  |  Published Online: October 2024  |  DOI: 10.22521/edupij.2024.133.2

Elmedina Nikoçeviq-Kurti , Lirika Bërdynaj-Syla

Abstract

Background/purpose: The integration of ChatGPT in education shows great potential, but its success depends upon educators’ technological skills, their ability to adapt to new teaching tools, and a willingness to embrace AI as part of their instructional strategies. This qualitative study investigates the integration of AI, specifically ChatGPT, into lecture and lesson planning by faculty members in Kosovo. The study examines how ChatGPT contributes to their professional development and how it influences their higher education teaching practices.

Materials/methods: This study employed qualitative case study methodology, interviewing 10 faculty members (seven females, three males) from public and private universities in Kosovo to explore their use of AI in teaching. The participants, aged 38 to 52 years old, represent mid-career to late-career professionals with 3 to 13 years of teaching experience, and deemed likely more open to the adoption of new technologies. Data from email interviews were analyzed according to thematic analysis, with codes organized into broad themes to identify patterns and relationships.

Results: The findings indicate that faculty members view ChatGPT as a valuable tool for streamlining time-intensive teaching tasks, such as generating content ideas, creating engaging activities, and providing resources. This support was perceived to enhance their efficiency, contributing to more dynamic and interactive lectures. Faculty members raised concerns that ChatGPT’s integration may reduce student engagement in independent learning and critical thinking.

Conclusion: To enhance ChatGPT’s integration in academia, it is essential to provide diverse information sources and to develop comprehensive professional development programs that cover technical skills and ethical considerations. This study emphasizes the need for ongoing training to raise awareness of ChatGPT’s applications and ethical implications, while promoting collaboration among educators to share best practices.  

Keywords: ChatGPT, AI, university faculty members, technology, professional development, lesson preparation

References

Al-Momani, A., & Ramayah, T. (2024). Adoption of artificial intelligence in education: A systematic literature review. In M. A. Al-Sharafi, M. Al-Emran, G. W. H. Tan, & K. B. Ooi (Eds.), Current and future trends on intelligent technology adoption (Vol. 2, pp. 117-135). Springer. https://doi.org/10.1007/978-3-031-61463-7_7

Baskara, R., & Mukarto, M. (2023). Exploring the implications of ChatGPT for language learning in higher education. Indonesian Journal of English Language Teaching and Applied Linguistics, 7(2), 343-358. http://dx.doi.org/10.21093/ijeltal.v7i2.1387

Bhullar, P. S., Joshi, M., & Chugh, R. (2024). ChatGPT in higher education – A synthesis of the literature and a future research agenda. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-024-12723-x

Borji, A. (2023). A categorical archive of ChatGPT failures. arXiv. https://doi.org/10.48550/arXiv.2302.03494

Chien, S.-P., Wu, H.-K., & Hsu, Y.-S. (2014). An investigation of teachers’ beliefs and their use of technology-based assessments. Computers in Human Behavior, 31(1), 198-210. https://doi.org/10.1016/j.chb.2013.10.037

Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.

Dempere, J., Modugu, K., Hesham, A., & Ramasamy, L. K. (2023). The impact of ChatGPT on higher education. Frontiers in Education, 8, Article 1206936. https://doi.org/10.3389/feduc.2023.1206936

Deng, J., & Lin, Y. (2022). The benefits and challenges of ChatGPT: An overview. Frontiers in Computing and Intelligent Systems, 2(2), 81-83. https://doi.org/10.54097/fcis.v2i2.4465

Fritz, R. L., & Vandermause, R. (2018). Data collection via in-depth email interviewing: Lessons from the field. Qualitative Health Research, 28(10), 1640-1649. https://doi.org/10.1177/1049732316689067

Gill, S. S., & Kaur, R. (2023). ChatGPT: Vision and challenges. Internet of Things and Cyber-Physical Systems, 3, 262-271. https://doi.org/10.1016/j.iotcps.2023.05.004

Habibi, A., Muhaimin, M., Danibao, B. K., Wibowo, Y. G., Wahyuni, S., & Octavia, A. (2023). ChatGPT in higher education learning: Acceptance and use. Computers and Education: Artificial Intelligence, 5, Article 100190. https://doi.org/10.1016/j.caeai.2023.100190

Iqbal, N., Ahmed, H., & Azhar, K. A. (2022). Exploring teachers’ attitudes towards using ChatGPT. Global Journal for Management and Administrative Sciences, 3(4), 97-111. https://doi.org/10.46568/gjmas.v3i4.163

Javaid, M., Haleem, A., Singh, R. P., Khan, Sh., & Khan, I. H. (2023). Unlocking the opportunities through ChatGPT tool towards ameliorating the education system. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 3(2), Article 100115. https://doi.org/10.1016/j.tbench.2023.100115

Kamoun, F., El Ayeb, W., Jabari, I., Sifi, S., & Iqbal, F. (2024). Exploring students’ and faculty’s knowledge, attitudes, and perceptions towards ChatGPT: A cross-sectional empirical study. Journal of Information Technology Education: Research, 23, Article 4. https://doi.org/10.28945/5239

Kiryakova, G., & Angelova, N. (2023). ChatGPT—A challenging tool for university professors in their teaching practice. Education Sciences, 13(10), Article 1056. https://doi.org/10.3390/educsci13101056

Koehler, M. J., & Mishra, P. (2008). Introducing TPACK. In AACTE Committee on Innovation & Technology (Eds.), Handbook of technological pedagogical content knowledge for educators (pp. 3-29). Routledge.

Li, Z., Dhruv, A., & Jain, V. (2024). Ethical considerations in the use of AI for higher education: A comprehensive guide. In 2024 IEEE 18th International Conference on Semantic Computing (ICSC) (pp. 218-223). IEEE.

Lim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. I., & Pechenkina, E. (2023). Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators. The International Journal of Management Education, 21(2), Article 100790. https://doi.org/10.1016/j.ijme.2023.100790

Limna, P., Kraiwanit, T., Jangjarat, K., Klayklung, P., & Chocksathaporn, P. (2023). The use of ChatGPT in the digital era: Perspectives on chatbot implementation. Journal of Applied Learning and Teaching, 6, 64-74. https://doi.org/10.37074/jalt.2023.6.1.32

Meckler, L., & Verma, P. (2022, December 28). Teachers are on alert for inevitable cheating after the release of ChatGPT. The Washington Post. https://www.washingtonpost.com/education/2022/12/28/chatbot-cheating-ai-chatbotgpt-teachers/

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684

Montenegro-Rueda, M., Fernández-Cerero, J., Fernández-Batanero, J. M., & López-Meneses, E. (2023). Impact of the implementation of ChatGPT in education: A Systematic Review. Computers, 12(8), Article 153. https://doi.org/10.3390/computers12080153

Nguyen, T. C. (2024). University teachers’ perceptions of using ChatGPT in language teaching and assessment. Proceedings of the AsiaCALL International Conference, 4, 116-128. https://doi.org/10.54855/paic.2349

Nguyen, T. N. T., Lai, N. V., & Nguyen, Q. T. (2024). Artificial Intelligence (AI) in Education: A Case Study on ChatGPT’s Influence on Student Learning Behaviors. Educational Process: International Journal, 13(2), 105-121. https://doi.org/10.22521/edupij.2024.132.7

Nikoçeviq-Kurti, E. (2023). Uncovering challenges and opportunities for improvements of distance learning in teacher education: Kosovo’s experience. Turkish Online Journal of Distance Education, 24(2), 245-260. https://doi.org/10.17718/tojde.1088388

Ofosu-Ampong, K. (2024). Beyond the hype: exploring faculty perceptions and acceptability of AI in teaching practices. Discovery in Education, 3(38). https://doi.org/10.1007/s44217-024-00128-4

Ogurlu, U., & Mossholder, J. (2023). The perception of ChatGPT among educators: Preliminary findings. Research in Social Sciences and Technology, 8(4), 196-215. https://doi.org/10.46303/ressat.2023.39

Rahman, M. M., & Watanobe, Y. (2023). ChatGPT for education and research: Opportunities, threats, and strategies. Applied Sciences, 13(9), Article 5783. https://doi.org/10.3390/app13095783

Sallam, M. (2023). The utility of ChatGPT as an example of large language models in healthcare education, research and practice: Systematic review on the future perspectives and potential limitations. Healthcare, 11(6), Article 887; https://doi.org/10.3390/healthcare11060887

Shulman, L. E. (1986). Those who understand: Knowledge growth in teaching. Educational Research, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004

Slimi, Z., & Villarejo-Carballido, B. (2024). Unveiling the potential: Experts’ perspectives on artificial intelligence integration in higher education. European Journal of Educational Research, 13(4), 1477-1492. https://doi.org/10.12973/eu-jer.13.4.1477

Tan, M., & Subramonyam, H. (2023). More than model documentation: Uncovering teachers’ bespoke Information needs for informed classroom integration of ChatGPT. In F. F. Mueller, P. Kyburz, J. R. Williamson, C. Sas, M. L. Wilson, P. Toups Dugas, & I. Shklovski (Eds.), Proceedings of the CHI Conference on Human Factors in Computing Systems, Article 269. https://doi.org/10.1145/3613904.3642592

Tarisayia, K. S. (2024). A Theoretical Framework for Interrogating the Integration of Artificial Intelligence in Education. Research on Education and Media, 16(1), 38-44. https://doi.org/10.2478/rem-2024-0006

Van den Berg, G., & Du Plessis, E. (2023). ChatGPT and generative AI: Possibilities for its contribution to lesson planning, critical thinking and openness in teacher education. Education Sciences, 13(10), Article 998. https://doi.org/10.3390/educsci13100998

Yu, H. (2024). The application and challenges of ChatGPT in educational transformation: New demands for teachers’ roles. Heliyon, 10(2), Article e24289. https://doi.org/10.1016/j.heliyon.2024.e24289

Announcement

EDUPIJ Citation Metrics

EDUPIJ News!

► Educational Process International Journal has adopted continuous publication beginning with Volume 14 (2025).

► Educational Process International Journal has changed to publish in article number order instead of in page range order beginning with Volume 14 (2025).