| Abstract: |
The rapid integration of Artificial Intelligence (AI) into higher
education has reshaped teaching practices globally, raising questions
about pedagogy, professional roles, and student cognition. This study
examines lecturers' adoption and pedagogical use of ChatGPT in
universities in Southeast Nigeria, with specific focus on reliance,
complementarity with traditional teaching methods, and perceived
implications for job security. Anchored in Uses and Gratifications
Theory and Technological Determinism, the study employed a mixedmethods design, combining survey data from 370 lecturers across eight
universities with in-depth interviews involving 24 purposively selected
participants. Quantitative findings reveal high awareness and moderate
reliance on ChatGPT, particularly for content generation and time
efficiency, while lecturers largely reject its use for full lesson planning.
ChatGPT is widely perceived as complementing traditional pedagogy
by simplifying complex concepts, enhancing engagement, and
supporting instructional preparation. Regression analysis indicates no
significant relationship between ChatGPT use and perceived job
insecurity. Qualitative findings further demonstrate that lecturers retain
strong professional agency, emphasizing human judgment,
mentorship, and classroom interaction as irreplaceable dimensions of
teaching. However, concerns emerged regarding students' overreliance on AI and its potential implications for critical thinking. The
study concludes that ChatGPT functions primarily as a pedagogical
support tool rather than a substitute for lecturers' roles. By providing
empirical evidence from a Global South context, this research reframes
AI adoption in higher education from narratives of labour displacement
to issues of guided pedagogical integration and cognitive development. |
