Artificial Intelligence in Education: A Threat for Teaching

Abstract

The increasing integration of artificial intelligence (AI) in higher education has significantly reshaped instructional delivery, creating both opportunities and challenges for teaching and learning. This study examines the role, adoption, and implications of AI-driven technologies within contemporary educational environments, with particular focus on teachers’ perceptions and classroom practices. Employing a mixed-method research design, data were collected from thirty purposively selected teachers using a researcher-developed questionnaire. Quantitative findings revealed the use of AI-powered tools such as ChatGPT, educational games, chatbots, Grammarly, and YouTube videos in instructional processes. Qualitative analysis, guided by Braun and Clarke’s six-step thematic approach, highlighted key advantages of AI integration, including enhanced personalized learning, improved student engagement, and the availability of virtual instructional support. However, the findings also underscore notable limitations, such as reduced human interaction, concerns over digital literacy, and issues related to technological access and institutional readiness. Furthermore, the study critically examines ethical considerations surrounding AI adoption, including data privacy, academic integrity, and algorithmic bias. Overall, the study provides a comprehensive synthesis of empirical evidence and practical insights, emphasizing that while AI serves as a valuable pedagogical tool, its effective implementation requires careful management to mitigate potential risks and ensure equitable and responsible use in education.