Student and Faculty Perceptions on Generative Artificial Intelligence in Education: Basis for Pedagogical Strategies and Ethical Deliberations
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Abstract
TThis study examines the perceptions of faculty and students regarding the use of Generative Artificial Intelligence (GAI), specifically ChatGPT, in secondary education. A cross-sectional survey was conducted at MSU-IIT Integrated Developmental School (IDS), involving 9 faculty members and 127 Grade 11 students. The instrument, adapted from Petricini et al. (2023), included Likert-scale and open-ended items to assess participants’ familiarity, experiences, and attitudes toward GAI. Descriptive statistical analysis was used to evaluate quantitative data on awareness and practical use, while thematic analysis was employed to interpret qualitative responses. Results indicate high conceptual familiarity with GAI among both groups, though students reported lower practical engagement with ChatGPT compared to faculty. Faculty members demonstrated greater initiative in integrating GAI into instructional practices. Both groups identified key benefits of GAI, including enhanced creativity, personalized learning, and improved academic efficiency. However, shared concerns emerged regarding ethical risks, potential misuse, and over-reliance on AI tools. These findings underscore the importance of establishing clear institutional guidelines and ethical frameworks for GAI use in education. The study recommends targeted training for both students and faculty, promotion of collaborative practices, and sustained professional development to support responsible GAI integration. These insights contribute to the ongoing discourse on educational technology and inform strategies for ethical and pedagogically sound adoption of GAI in secondary education.
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