Will generative AI replace teachers in higher education? A study of teacher and student perceptions

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Cecilia Ka Yuk Chan, Louisa H.Y. Tsi
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Abstract

This paper evaluates the potential of generative artificial intelligence (AI) in higher education, specifically its capacity to replace or assist human teachers. By reviewing relevant literature and analysing survey data from students and teachers, this mixed-methods study provides a comprehensive perspective on the future role of educators in the face of advancing generative AI technologies. An online survey was conducted to explore the perceptions of 399 university students and 184 teachers across different disciplines in eight higher education institutions in Hong Kong concerning the use of generative AI technologies. Findings suggest that although some believed generative AI may eventually replace teachers, the majority of participants argued that human teachers possess unique qualities, including critical thinking and emotions, which make them irreplaceable. Similarly, findings also emphasized the importance of social-emotional competencies developed through human interactions, something which generative AI technologies cannot currently replicate. Crucially, this study further found that students value and respect their human teachers, even as generative AI becomes more prevalent. As such, the authors propose that teachers can seek to effectively integrate generative AI to enhance teaching and learning without viewing it as their replacement. To do so, they must understand how generative AI can work well with teachers and students, avoid potential pitfalls, develop AI literacy, and address practical issues including ethics and privacy. Recommendations are offered on how universities, teachers, and students can adopt generative AI technologies in an approach that balances the strengths of human educators with generative AI technologies. As the future of education lies in the synergy between human teachers and generative AI, teachers, students, and universities should all understand and refine their unique qualities in order to effectively navigate the integration of generative AI, ensuring well-rounded and impactful learning experiences.

生成式人工智能会取代高等教育中的教师吗?对教师和学生看法的研究
本文评估了生成式人工智能(AI)在高等教育中的潜力,特别是其取代或协助人类教师的能力。通过回顾相关文献并分析来自学生和教师的调查数据,这项混合方法研究提供了一个全面的视角,探讨面对不断进步的生成式人工智能技术,教育工作者的未来角色。本研究进行了一项在线调查,以探讨香港八所高等教育机构不同学科的 399 名大学生和 184 名教师对使用生成式人工智能技术的看法。调查结果显示,虽然有些人认为人工智能最终可能会取代教师,但大多数参与者认为人类教师拥有独特的品质,包括批判性思维和情感,这使他们不可替代。同样,研究结果还强调了通过人际交往培养的社会情感能力的重要性,而这正是生成式人工智能技术目前无法复制的。最重要的是,这项研究进一步发现,即使在人工智能越来越普及的情况下,学生们仍然重视并尊重他们的人类教师。因此,作者建议教师可以设法有效地整合生成式人工智能,以提高教学效果,而不要将其视为教师的替代品。为此,他们必须了解生成式人工智能如何与教师和学生良好合作,避免潜在的陷阱,培养人工智能素养,并解决包括伦理和隐私在内的实际问题。本文就大学、教师和学生如何采用生成式人工智能技术提出了建议,以平衡人类教育工作者与生成式人工智能技术之间的优势。由于教育的未来在于人类教师与生成式人工智能之间的协同作用,教师、学生和大学都应了解并完善自身的独特品质,以便有效地驾驭生成式人工智能的整合,确保获得全面而有影响力的学习体验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.90
自引率
6.50%
发文量
90
审稿时长
62 days
期刊介绍: Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.
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