Date

7-22-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Brian Jones

Keywords

AI, Artificial Intelligence, ChatGPT, Pedagogy, Technology, Classroom, Instructors, Faculty, Lesson Planning, Thought Partner

Disciplines

Arts and Humanities | Educational Methods

Abstract

The purpose of this case study was to explore the experiences and perceptions of higher education educators integrating artificial intelligence (AI) tools, such as ChatGPT, in curriculum work conducted within a university setting, focusing specifically on faculty members. The theory guiding this study was the technological pedagogical content knowledge (TPACK) framework, which presented a window for understanding the integration of technology, pedagogy, and content knowledge in educational practices. The central research question was: What are the lived experiences and perceptions of higher education faculty members at an urban university on the West Coast of the United States regarding students' use of AI writing assistants? The case study methodology consisted of an in-depth analysis of faculty experiences and perceptions on the use of AI tools in higher education. Data were obtained by way of individual interviews and focus groups among university faculty to gather holistic insights which promoted the evolution of the roles of educators and their ethical duties with the use of AI. In addition, the analysis of the initial journal prompt after completion of the consent form contributed to understanding how AI technology was influencing pedagogy. Analysis involved identifying themes, patterns, and insights regarding the integration of AI tools in educational settings. The findings provided valuable insights into the opportunities, challenges, and implications of incorporating AI tools like ChatGPT in higher education.

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