ChatGPT jako przykład wykorzystania sztucznej inteligencji w szkolnictwie wyższym. Perspektywa nauczycieli akademickich – bariery, możliwości i wyzwania
ChatGPT as an example of the use of artificial intelligence in higher education. The perspective of academics – barriers, opportunities, and challenges

Summary/Abstract: Purpose/Thesis: This article analyses the possibilities, limitations, and barriers associatedwith using ChatGPT in didactics from the lecturers’ perspective.Approach/Methods: The research is qualitative and exploratory. The semi-structuredinterviews were conducted with ten academic teachers from Polish public and non-publicuniversities.Results and conclusions: The results indicate that teachers perceive the potential ofChatGPT in task automation, personalisation of teaching, and support for the didacticprocess. At the same time, they identify challenges related to ethics, information reliability,the impact on students’ independence, and the need to develop digital competencies.Research limitations: The research is exploratory and has a limited research sample, whichmakes it difficult to generalise the results. The subjective nature of the data resulting fromthe self-assessment of the level of digital competence is also a limitation.Originality/Value: The research addresses a gap in the existing analyses concerning theattitudes of academic teachers towards ChatGPT in Poland. It provides knowledge on thecurrent perception, benefits, and challenges associated with using large language modelsin higher education from the perspective of didactics.

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