A Phenomenological Analysis of Primary School Teachers' Perception of ChatGPT Integration in Education

Document Type : research article

Authors

1 Department of Educational Sciences, Faculty of Behavioral Sciences, University of Birjand, Iran

2 PhD Student, Department of Educational Sciences, Faculty of Behavioral Sciences, University of Birjand, Iran

Abstract

Aim: With technological advancements, innovative tools such as ChatGPT have rapidly found their place in the field of education. This study aimed to examine the perceptions of elementary school teachers regarding the integration of ChatGPT into education and explored their lived experiences concerning its opportunities, challenges, and applications.
Methodology: The research design was  qualitative approach with a phenomenological methodology. Given the nature of the study, criterion-based purposive sampling was employed. Data saturation was reached after conducting interviews with 13 teachers. The data analysis process was carried out using Colaizzi's method and facilitated by MAXQDA 2020 software.
Results: Data analysis led to the identification of 211 meaningful statements, which were organized into 252 semantic units. Ultimately, similar semantic units were categorized into broader themes, forming the study's findings. These findings revealed nine main themes and 23 subthemes. The extracted main themes included: increasing efficiency, enhancing cognitive and critical thinking skills, optimizing the learning process, response-related challenges, ethical and pedagogical challenges for teachers, privacy concerns, educational content creation, classroom assessment, and guidance and counseling.
Conclusions and suggestions: ChatGPT has brought numerous opportunities and applications for primary education. However, teachers face challenges along this path, making it essential to enhance their ability to utilize this technology through appropriate guidance and training programs.
Innovation and originality: This study adopts an innovative approach to exploring the potential of ChatGPT in educational planning at the elementary level. It examines the opportunities and applications of this technology that can contribute to improving the educational process, along with the challenges encountered along the way.

Keywords

Journal of Educational Planning Studies
Volume 13, Issue 26
March 2025
Pages 198-220

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History

  • Receive Date: 22 January 2025
  • Revise Date: 19 February 2025
  • Accept Date: 05 March 2025

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