The incorporation of ChatGPT in university education: teaching from the diffusion of innovations model
Abstract
The study analyzed the impact of incorporating ChatGPT into higher education from the faculty perspective, exploring the decision to use this tool and its implementation in the classroom. The main objective was to assess the level of knowledge university professors possess about ChatGPT, using the diffusion of innovations model to identify the impacts and challenges associated with its integration into teaching. The research was conducted using a quantitative approach with a non-experimental, cross-sectional, and descriptive design. A survey was applied as the data collection instrument, administered to 53 instructors with teaching experience in three different countries. The reliability of the instrument was determined through Cronbach’s Alpha, obtaining a value of α = 0.96. The analysis of the results revealed a high level of interest in incorporating ChatGPT into higher education, as well as various challenges related to its implementation. Among the main findings, it was identified that the teaching community recognizes the potential of this tool to enhance interaction and learning personalization, optimize content delivery, and strengthen student feedback.In conclusion, the adoption of ChatGPT in higher education could represent a significant opportunity to transform teaching and improve educational quality. Its use fosters the development of better-prepared professionals capable of facing current challenges, promoting a more dynamic and efficient teaching–learning process.
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References
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