ChatGPT in Education: Exploring Teachers’ Perceptions on Using AI-based Chatbots for Educational Purposes

DOI

10.2991/978-2-38476-408-2_18How to use a DOI?

Keywords

Artificial Intelligence (AI); Generative Artificial Intelligence (GAI); ChatGPT; Teaching practices

Abstract

The integration of Generative Artificial Intelligence (GAI) into education has gained significant attention, with ChatGPT emerging as a prominent tool, offering personalized, interactive, and automated support. This article presents the results of an exploratory research on the best practices of using AI for educational purposes. Adopting a mixed-method approach, this study explores the attitudes and perspectives of Moroccan instructors towards ChatGPT’s use for educational purposes. Quantitative data was collected through a web-based survey shared with 53 Moroccan instructors from diverse educational backgrounds. The survey shed light on instructors’ usage patterns and their perceptions of ChatGPT’s benefits and concerns in educational settings. For providing in-depth insights into instructors’ experiences, concerns, and attitudes related to ChatGPT, qualitative data was collected by organizing semi-directed interviews with six participants. The findings of this study indicate that approximately 58% of participants consider ChatGPT to be moderately effective, recognizing its capacity to enhance personalized learning experiences and student engagement. However, a notable proportion of instructors also express reservations about the effectiveness of ChatGPT in educational contexts. Qualitative data further highlight instructors’ confidence for ChatGPT’s potential to enhance teaching and learning by offering personalized support and facilitating the generation of educational resources, voicing concerns about the need to address the challenges instructors encounter such as disinformation, over-reliance and lack of contextualized output. In addition to training instructors on prompt engineering for better usage of Generative AI models in education.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Fatima-Zahra Zouali
PY  - 2025
DA  - 2025/06/20
TI  - ChatGPT in Education: Exploring Teachers’ Perceptions on Using AI-based Chatbots for Educational Purposes
BT  - Proceedings of the E-Learning and Smart Engineering Systems (ELSES 2024)
PB  - Atlantis Press
SP  - 241
EP  - 257
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-2-38476-408-2_18
DO  - 10.2991/978-2-38476-408-2_18
ID  - Zouali2025
ER  -