Exploring Teachers’ Perceived Opportunities and Challenges of Using Artificial Intelligence to Enhance Teaching Effectiveness: A Qualitative Study

Abstract

The key aim of the present research was to explore teachers' perceptions and issues of using artificial intelligence (AI) in improving teaching effectiveness in higher education. The research had an interpretivist design of a qualitative exploratory type. The sample size comprised the faculty members of the Faculty of Education at the University of Sindh. The sample size was seven teachers who were sampled using convenience sampling. Data were collected by using semi-structured interviews. Recordings and a transcription of the interviews were performed, and the analysis of the data was conducted through thematic analysis. The predominant results demonstrated that teachers are overall positive about AI being a supportive implementation to enhance teaching efficiency, specifically, lesson planning, content development and supporting learning. Nevertheless, several challenges were mentioned, including the issue of accuracy, academic dishonesty, excessive reliance on technology, inadequate training, and a lack of corporate policy. Legitimacy was also discovered to be applied rather than extensively implemented in the teaching methods by teachers. The research proposed that effective and responsible application of AI in education needs to be protected with the help of correct institutional policies, training programmes, and proper ethical guidelines.