Abstract
The integration of artificial intelligence (AI) in education is rapidly transforming teaching and learning practices. Among AI tools, ChatGPT has gained significant attention for its potential to assist in content generation, student engagement, and instructional design. However, lecturers’ perspectives on its use may vary depending on generational differences in technology adoption, pedagogical approaches, and digital literacy. This study explores how lecturers from different generations perceive and utilize ChatGPT in higher education. Drawing on qualitative data from semi-structured interviews with lecturers across diverse age groups, we examine their attitudes, concerns, and strategies for integrating AI into their teaching. Findings indicate that while younger lecturers tend to embrace ChatGPT as an interactive and time-saving tool, more experienced lecturers often approach it with caution, emphasizing academic integrity and critical thinking challenges. Additionally, differences emerge in the perceived benefits, such as workload reduction, student support, and curriculum design. The study also highlights concerns regarding AI’s impact on authentic learning and assessment reliability. These insights provide a nuanced understanding of how generational factors influence AI adoption in academia, offering recommendations for professional development and institutional policies. By fostering dialogue between generations, universities can create a balanced approach to AI integration that supports both innovation and academic rigor.
Presenters
Serkan BoyrazAssistant Professor, Educational Sciences, Aksaray University, Aksaray, Turkey
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
ChatGPT, AI in education, Generational differences, Lecturer perspectives, Higher education
