Lecturers’ experiences of using chatgpt in teaching and learning: A case study of Universiti Utara Malaysia

Abstract

Generative Artificial Intelligence (AI) technologies, such as ChatGPT, have attracted attention due to their capability to produce human-like text and facilitate interactive learning experiences. Although ChatGPT offers significant potential to support teaching and learning activities, its use also raises several concerns, including ethical issues, data privacy risks, and the dissemination of inaccurate or misleading information. Therefore, this study aims to explore lecturers’ experiences in using ChatGPT for teaching and learning purposes. Guided by the Technology Acceptance Model, this study adopted a qualitative case study approach involving semi-structured interviews, which were subsequently analysed using thematic analysis. The findings identified two main themes: engagement and the evolving use of ChatGPT, and the pedagogical use of ChatGPT. The results suggest that lecturers actively integrated ChatGPT into their respective disciplinary contexts while continuing to exercise professional judgement and maintain pedagogical control.