Generative artificial intelligence in higher education: uses and opinions of teachers.

Abstract

Introduction: Generative artificial intelligence (GAI) has sparked great interest in the educational field, as well as concerns about its misuse. This study explored teachers' concerns about its use, how they have used it, the preventive measures they adopt and their training on the subject. Methodology: A quantitative, non-experimental, cross-sectional research was carried out, with an exploratory and descriptive scope. It included the development and application of a questionnaire-type instrument, as well as its descriptive analysis. Results: It was found that teachers: a) are concerned about academic honesty due to the risk that exams and assignments will be completely resolved with the support of the GAI; b) recognize the benefits of GAI for data analysis, idea generation, and its use in writing learning activities, creating teaching materials, highlighting time savings, and improving educational quality; c) are training, and, in general, they perceive themselves capable of integrating GAI in their classes, with a level of mastery of these technologies that varies from fair to good. Conclusions: Teachers are eager to use the GAI personally and academically, but in their classes they feel concerned about the risks, although they have not yet made adjustments to their evaluation mechanisms.