Challenges of Using ChatGPT in Academic Education from the Perspective of Faculty Members

Document Type : Original Article

Author

Assistant Prof. of Curriculum and Educational Technologies, Prince Sattam bin Abdulaziz University, Al-Kharj, Saudi Arabia.

Abstract

The current study aimed to reveal the challenges of using ChatGPT in academic education from the perspective of faculty members. The researcher has adopted the descriptive approach and used a questionnaire to collect data. The study sample consisted of (106) educational technology specialists. The findings indicated that the technical, health challenges and the challenges related to faculty members’ attitudes toward using ChatGPT were at a “Medium” degree, while the administrative, ethical challenges and challenges related to educational practices for using ChatGPT in academic education were at a “High” degree. The findings did not show statistically significant differences in the responses of the sample members due to the variables of gender and academic rank. According to the findings, the research indicated several recommendations, including providing support and training to faculty members, preparing the necessary regulations and guides to ensure the ethical use of this technology in academic education, and working to improve their attitudes toward it. 

Keywords

References

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