Artificial Intelligence Technologies in Teaching and Learning Activities: University Teachers' Perceptions and Experiences

Abstract

With evolving times, the field of education is undergoing a major transformation with the help of Artificial Intelligence, which aids in the personalization of learning, instructional design, evaluation, and administration. The successful integration of AI depends on teachers' perceptions, experiences and openness. In this study, the convergent parallel mixed-method design was used to identify teachers' perceptions, experiences and challenges with the use of AI technologies in learning activities including eight teachers as respondents by using the purposive sampling method. The data was collected using items that were reported on a Likert scale and processed qualitatively by themes. Results showed that teachers had positive attitudes toward use of AI, with a specific emphasis on its utility in lesson planning, boosting engagement, and streamlining administration. The study found that the main challenges to implementing AI are insufficient institutional support, ambiguous policy guidance, plagiarism, data privacy, and overreliance on AI. Teachers perceived AI as a teaching assistant not a teacher. Thus, the study emphasizes the importance of professional development, institutional preparedness, and ethical guidelines to ensure responsible and effective integration of AI in education.