TEACHERS' PERCEPTIONS OF GENERATIVE ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION: EVIDENCE FROM BRAZIL AND SWEDEN
DOI:
https://doi.org/10.56238/levv16n54-144Keywords:
Higher Education, Artificial Intelligence (AI), Teachers´ Perceptions, Educational Innovation, Ethics in EducationAbstract
The use of generative Artificial Intelligence (AI) in Higher Education brings challenges concerning authorship, assessment, and the quality of learning, while simultaneously expanding possibilities for pedagogical innovation. Considering these perspectives, this article presents the results of a survey on the perceptions and experiences of professors at a Brazilian university regarding the use of AI, compared with data from a survey conducted at a Swedish university. This is a comparative study conducted with 26 Brazilian teachers who answered a questionnaire originally developed and administered in Sweden, duly translated and validated in Brazil. Among the main findings, it is observed that, although Brazilian and Swedish professors recognize the growing relevance of AI in Higher Education, their perceptions diverge regarding its impacts and forms of use: In Brazil, a more optimistic view prevails, which associates AI with supporting teaching work, even if accompanied by concerns about student learning and critical thinking; In Sweden, a more cautious stance prevails, focused on academic integrity, evaluation, and setting limits for use. It is concluded that the integration of AI depends not only on technology, but also on the institutional, pedagogical, and cultural conditions of each context, confirming its socio-technical character.
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