Date

12-16-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Daniel Bear

Keywords

artificial intelligence, higher education, teaching strategies, constructivist learning, phenomenology, instructional technology

Disciplines

Education

Abstract

The purpose of this transcendental phenomenological study was to describe the lived experiences regarding the influence of artificial intelligence (AI) on the teaching strategies for higher education instructors. Guided by Vygotsky’s constructivist learning theory, which emphasizes the active role of learners in constructing knowledge through engagement and interaction, this study aimed to explore how educators interpret, adapt to, and implement AI in their classrooms. The central research question asked: What are the lived experiences of higher education instructors regarding the influence of AI on their teaching strategies? The study was conducted at with higher education faculty actively who were directly engaged with AI tools and platforms in their courses. Data collection involved semi-structured interviews, journal prompts, and the review of instructional artifacts incorporating AI. Using the transcendental phenomenological approach, data were analyzed through qualitative content analysis to identify recurring themes and meanings across multiple sources. Findings revealed how AI shapes instructional design, student engagement, and faculty identity, while also raising concerns about equity, ethics, and dependence on technology. By documenting educators’ first-hand experiences, this study contributes to the growing body of literature on AI in higher education, offering both theoretical insights into constructivist learning and practical guidance for integrating AI in ways that enhance, rather than diminish, teaching and learning.

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