The Perceptions of ChatGPT and Academic Integrity among Teachers: A Case Study of University Faculty in Pakistan

Abstract

The present study examines the use of ChatGPT and its impact on academic honesty by university teachers. It uses the Uses and Gratifications Theory to investigate the perspectives of teachers regarding the use of ChatGPT, its potential overreliance, and the effects it has on academic stability. Data were gathered by applying qualitative design methods in which semi-structured interviews with purposely chosen teachers of universities were conducted and analyzed thematically. The results show that educators view ChatGPT as an effective learning resource that helps to optimize work and facilitate the teaching and research processes. They however raise concerns regarding overdependence on AI by students, lack of critical thinking, and threats to originality and authenticity. Respondents note that not only is ethical training required, but also institutional policies are necessary to help guide the responsible use of AI. The paper concludes that ChatGPT can be used intelligently in the academic field- innovation with maintaining academic integrity and trust.

Keywords: ChatGPT, scholastic dishonesty, perception of educators, artificial intelligence, higher education.