What is it about?
Artificial intelligence (AI) is transforming many areas of society, including higher education. This study explores how faculty members in Uzbekistan perceive the use of AI, chatbots, and generative AI in teaching and learning. Using face-to-face interviews with university lecturers, the researchers collected and analyzed data through a thematic approach guided by the Unified Theory of Acceptance and Use of Technology (UTAUT). This model considers factors such as ease of use, expected benefits, social influence, and available support systems. The findings show that lecturers generally have a positive attitude toward adopting AI in their teaching. Many see AI as a useful tool for creating content and supporting student learning, though some worry about its potential to replace human creativity or introduce bias. Lecturers also recognize AI’s potential to promote accessibility and equity in education but highlight the need to address challenges like resource availability and perceived risks. Since AI use in Uzbek higher education is still in its early stages, further efforts are needed to tackle these issues and support its effective implementation.
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Why is it important?
This study is important in higher education because it highlights the potential and challenges of integrating artificial intelligence (AI) into teaching and learning in Uzbekistan. As AI continues to shape various sectors, including education, understanding faculty members' perceptions is essential for successful adoption. The findings point to AI's ability to enhance accessibility, promote equity, and support content creation, which are crucial for improving learning experiences and outcomes. However, concerns about replacing human creativity, introducing bias, and addressing resource limitations must be addressed to ensure that AI is implemented effectively and responsibly. This research provides valuable insights for policymakers, educational leaders, and institutions aiming to navigate the complexities of AI integration while ensuring its alignment with pedagogical goals.
Perspectives
This research explores how faculty members in Uzbekistan perceive the use of artificial intelligence (AI), chatbots, and generative AI in teaching and learning. The study gathers data through face-to-face interviews with university lecturers. It analyzes it using the Unified Theory of Acceptance and Use of Technology (UTAUT), which considers factors like ease of use, expected benefits, social influence, and support systems. The findings show that while lecturers are generally optimistic about AI's potential to enhance content creation and student learning, they also express concerns about human creativity replacement and the risks of bias. This research is crucial because it provides insights into how AI can be adopted and integrated into higher education, particularly in Uzbekistan, where its use is still in its early stages. Understanding faculty attitudes helps inform strategies for overcoming challenges such as resource availability, risk management, and addressing equity in education. As AI continues to play an increasingly central role in the global educational landscape, this research is a critical step toward ensuring its effective and responsible implementation in universities. By examining perceptions and potential barriers, the study supports the development of informed policies and practices that can maximize AI's positive impact on education while mitigating its risks.
Associate Professor Sedigheh Shakib Kotamjani
Central Asian University
Read the Original
This page is a summary of: Lecturers perceptions of using Artificial Intelligence in Tertiary Education in Uzbekistan, December 2023, ACM (Association for Computing Machinery),
DOI: 10.1145/3644713.3644797.
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