Date
11-13-2025
Department
School of Education
Degree
Doctor of Philosophy in Higher Education Administration (PhD)
Chair
Traci Eshelman
Keywords
artificial intelligence, higher education, professors, technology
Disciplines
Education | Higher Education
Recommended Citation
Baltzell, Joshua A., "Exploring Professors’ Lived Experiences of Interacting With Artificial Intelligence in the Classroom: A Phenomenological Study" (2025). Doctoral Dissertations and Projects. 7615.
https://digitalcommons.liberty.edu/doctoral/7615
Abstract
The purpose of this hermeneutic phenomenological study was to explore the lived experiences of higher education professors’ interactions with AI in their teaching practices. This study was guided by Ajzen’s theory of planned behavior, which provided a contextual understanding of the concepts that influence higher education professors’ perceptions of AI in their classrooms. A qualitative hermeneutical phenomenological design was employed, utilizing a combination of criterion and snowball sampling. There were 13 participants recruited from higher education institutions from around the United States. Semi-structured individual interviews, a letter-writing exercise, and a qualitative survey were used to collect data from participants. Thematic analysis was an ongoing process throughout data analysis. Coding was done line-by-line to synthesize data and identify key concepts, experiences, and emotions of professors. The themes identified in this study were Attitudes and Perceptions Towards AI, Pedagogical Strategies, Institutional Support and Policy, and Challenges and Ethical Considerations. Findings from this study are relevant as they revealed common experiences that higher education professors have as they interact with AI in their classrooms. The study’s conclusions included that professors held conflicting views of AI tools.
