Investigating in-service teachers’ views on ChatGPT integration

Abstract

Purpose This study aims investigate in-service teachers’ perspectives on the integration of ChatGPT, an artificial intelligence (AI)-driven chatbot, into United Arab Emirates (UAE) private schools. As the UAE progresses towards a knowledge-based economy, aligning with the goals of the UAE 2030 vision, this research assesses the capacity of ChatGPT to enhance the educational experience within the framework of technological pedagogical content knowledge. Design/methodology/approach A mixed-methods approach is used, combining a survey assessing teachers’ attitudes and a thematic analysis of open-ended responses, to explore the effectiveness, challenges and pedagogical implications of ChatGPT’s use in the classroom. Findings Findings reveal that teachers value ChatGPT for its potential to individualize learning and streamline the creation of educational materials, aligning with the shift towards student-centred approaches and the demands of 21st-century skills. However, significant challenges are noted, including ethical concerns, the need for reliable content and a necessity for extensive professional development to fully realize ChatGPT’s benefits. Practical implications While ChatGPT transforms teaching and learning practices, realizing this potential requires addressing critical issues through adaptive policy-making, continuous educator training and thoughtful integration into the curriculum. Originality/value The study highlights the importance of a collaborative approach to dealing with the details of AI in education, ensuring that advancements like ChatGPT align with the evolving educational paradigms of the UAE.