ChatGPT in the Classroom: A Qualitative Study of Educators' Pedagogical and Ethical Perspectives

Abstract

This qualitative study investigates educators' perceptions of ChatGPT integration in higher education through 12 semi-structured interviews. The objective of this study is to examine Malaysian higher-education educators' perceptions of integrating ChatGPT into teaching, focusing on pedagogical benefits, ethical concerns, and institutional readiness. Findings indicate that educators view ChatGPT as a useful tool for enhancing teaching strategies, improving engagement, and supporting professional tasks. Reported benefits include idea generation, efficiency, and personalized learning. ChatGPT was also noted for helping overcome language barriers and resource limitations. However, challenges such as limited institutional support, ethical concerns, reduced critical thinking, and unequal access remain significant barriers. By centering educators' experiences often overlooked in AI-in-education research, this study offers valuable, practical, and context-specific insights for responsible and effective ChatGPT adoption in diverse contemporary higher education settings. The findings are based on 12 participants from a single Malaysian institution and may not be generalizable across all contexts.

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