AI in the Classroom: How University Instructors Use ChatGPT in Applied Sciences

DOI

https://www.doi.org/10.59256/ijrtmr.20260603029

Published In

Volume 6, Issue 3 (2026)

Published Online

May-June 2026

Pages

249-257

Article Type

Original Article

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The rapid integration of artificial intelligence (AI) technologies, such as ChatGPT, into higher education has generated both opportunities and ethical concerns, particularly regarding instructional practices and academic integrity. This study investigates the extent and patterns of ChatGPT usage among instructors at the Faculty of Applied Sciences in a private university, examining perceptions of its pedagogical benefits, challenges, and ethical implications. A mixed-methods convergent parallel design was employed, combining quantitative survey data from 100 instructors using the ChatGPT Usage Scale with qualitative insights from semi-structured interviews. Quantitative results indicated a moderate to moderately high level of ChatGPT usage, with instructors perceiving greater opportunities than challenges. Inferential analyses revealed no significant differences in perceptions based on gender or academic title. Thematic analysis of interviews identified two overarching themes: perceived opportunities, including instructional support, time efficiency, cognitive organization, and pedagogical flexibility; and perceived challenges, encompassing academic integrity concerns, reliability and hallucination risks, and the need for institutional guidance. Findings reveal that instructors adopt a balanced and cautious approach to AI integration, recognizing its value as a supportive tool while emphasizing the importance of ethical oversight and institutional policies. This study contributes to the understanding of AI adoption in higher education, highlighting the need for faculty development and governance frameworks to ensure responsible and effective use of ChatGPT in academic contexts.