Teachers’ Perceptions and Challenges in Using ChatGPT in Higher Education Classrooms

सार

The research examines how higher education instructors view ChatGPT as a teaching tool and what difficulties they face when implementing it. The research study collected survey responses from 180 faculty members who worked at six different colleges of Savitribai Phule Pune University in Maharashtra India. The research study employed a descriptive survey design which used a validated 24-item Likert scale instrument to measure faculty attitudes toward ChatGPT in six positive perception dimensions and six challenge dimensions. The findings show that most faculty members have positive but cautious views about ChatGPT which they believe will increase student participation and improve content delivery and help students learn at different levels. The faculty members face major challenges which include academic integrity issues and institutional policy confusion and student work reduction and insufficient personal training. The junior faculty members display more positive views about all six evaluation areas than their senior faculty counterparts. The research paper presents the Structured ChatGPT Integration Framework SCIF as an institutional adoption framework which leads to three main outcomes for Indian higher education institutions. The framework provides faculty development functions and academic integrity policy functions and technology governance functions for Indian higher education institutions.

Keywords: ChatGPT, teachers' perceptions, higher education, academic integrity, AI in education, faculty challenges, India, instructional technology, large language models, SCIF