AI in education: Comparative perspectives from STEM and Non-STEM instructors

Abstract

The integration of artificial intelligence into education has emerged as a promising avenue for enriching teaching and learning experiences. Nevertheless, the successful implementation of artificial intelligence in educational contexts hinges upon various factors, one of which is the perspective of instructors. With this in mind, this study aimed to examine the perspectives of 536 instructors in STEM and non-STEM disciplines regarding AI integration. The respondents’ thoughts, opinions, and concerns regarding advantages, disadvantages and challenges were gathered through an online questionnaire featuring both closed and open-ended questions. Additionally, a series of semi-structured interview sessions were conducted with a cohort of instructors to collect qualitative and quantitative data. The findings revealed that both STEM and non-STEM instructors expressed positive attitudes toward the integration of AI technologies into education. However, notable differences in responses and concerns were also identified in relation to the perceived capabilities and limitations of AI technologies within educational contexts. The results further elucidated a spectrum of opinions on the benefits (e.g., scalability and tirelessness), drawbacks (e.g., deepfake technology and comfort-seeking behavior), and potential challenges (e.g., educational disillusionment and espionage) associated with AI integration. The study concluded by discussing the implications of these findings for STEM and non-STEM education and offering recommendations for the effective and ethical integration of AI technologies in classrooms.