As so-called artificial intelligence (AI) becomes increasingly embedded in higher education, a study in the International Journal of Technology Enhanced Learning has looked at how academic faculty in higher education perceive and engage with one of the field’s most prominent tools, the large language model known as ChatGPT. ChatGPT is not AI per se, rather it is a system capable of generating apparently coherent and contextually appropriate human-like responses to questions and prompts. Its sophistication is met with both enthusiasm and concern across educational settings.
Walaa Abdulaziz Al Muhanna of the Prince Sattam Bin Abdulaziz University in Al Kharj, Saudi Arabia, surveyed 320 university faculty members. She asked about their awareness of OpenAI’s ChatGPT tool as well as their attitudes toward its use in teaching, and the obstacles they face in implementing it, if that is something they do.
The findings suggest most faculty members are well aware of the existence of ChatGPT and understand its capabilities and perhaps even its limitations. The greatest level of awareness is among male faculty and those in the higher academic ranks. However, this awareness does not always correlate with confident use. Challenges exist that suggest that the integration of this large language model (LLM) into education is not straightforward.
Moreover, given that the most experienced educators, assistant and associate professors, for instance, were more likely to report challenges with ChatGPT adoption. Their misgivings were not rooted in an inherent opposition to the technology, but rather to concerns about its practical deployment, the accuracy and relevance of AI-generated content, digital literacy gaps, and unresolved questions about ethical use. For example, educators felt that students might misuse the tool for assignments. They also felt that the potential for intrinsic bias in training data or even misinformation might colour the positive aspects of ChatGPT use.
The tool has the potential to automate routine academic tasks, offer alternative learning materials, and perhaps even facilitate more engaging classroom discussions. The research suggests that there is a need to create peer learning networks and collaborative spaces for educators, who can then share strategies and experiences regarding LLMs.
Al Muhanna, W.A. (2025) ‘Exploring faculty awareness of ChatGPT technology in teaching at Prince Sattam Bin Abdulaziz University’, Int. J. Technology Enhanced Learning, Vol. 17, No. 5, pp.1–30.