FACULTY PERCEPTIONS OF ARTIFICIAL INTELLIGENCE (AI) TOOLS IN TEACHING AND LEARNING: A PHENOMENOLOGICAL STUDY

Abstract

The use of AI-powered tools, such as ChatGPT, e-learning technologies, and digital platforms with virtual assistants, is becoming increasingly common within educational settings due to globalization and digitalization trends. In an effort to align with the global trends, these advancements are expected to be adopted in Kazakhstan's higher education system as well. Hence, faculty are tasked with implementing these technologies in practice and ensuring student success in using them effectively for their academic needs. The study aims to investigate the faculty perceptions of using AI-driven tools in teaching and learning at higher education institutions in Kazakhstan. To explore the individual perspectives of the faculty towards using AI in education, this study employed a phenomenological design with semi-structured interviews. Seven faculty members from a research-intensive university in North Kazakhstan participated in this research. The findings revealed both positive and negative perceptions of faculty members based on their experience, attitudes, and social influences. AI tools were seen as beneficial for lesson planning, student engagement, feedback, and workload management. The attitudes towards AI within participants’ social circles also influenced the adoption of AI. Nevertheless, concerns were raised about the ethical use, reliability, and potential negative impact on student learning and academic integrity. Additionally, the findings highlighted the importance of clear institutional policies for responsible AI use, as well as the need for training and workshops to enhance faculty and student proficiency in AI within educational settings. Ultimately, the study underscores the importance of collaborative efforts between faculty, institutional administration, and students to facilitate the development of effective policies and training programs that ensure the responsible use of AI technologies in teaching and learning.