This research studies the usage of Generative AI (GenAI) in teaching among new academics, exploring their perceived challenges, current adaptation, and desired support, at a university in Hong Kong. Since the introduction of ChatGPT in 2022, the interest and utilization of GenAI have witnessed a rapid global increase within the education sector. GenAI has the potential to revolutionize education in unforeseen ways. However, it also presents risks and challenges. Although the researched university expects GenAI to become a customary component of learning, teaching, and assessment, and has issued guidelines to promote ethical and prudent usage among teachers and students, there remains a lack of understanding regarding teachers' perceptions and utilization of GenAI. To address this gap, a questionnaire survey was conducted to collect data on the use of GenAI for teaching among new academics. The findings (n=69) reveal that nearly half of the teachers have never employed GenAI in their teaching practices. A significant proportion of teachers who do use GenAI have doubts about its efficacy. Moreover, the majority of teachers who have employed GenAI use it for content construction rather than idea generation. The most prevalent challenges identified include obtaining inaccurate information; struggling to employ appropriate "prompts" to acquire the desired information. Furthermore, an overreliance on GenAI could potentially hinder students' development of creativity and critical thinking skills. It is imperative for universities to promptly educate their teachers and students on the proper utilization of GenAI to ensure that it serves as an educational advancement rather than a fallback.

Authors:
Barbara Tam, Hong Kong Polytechnic University, Hong Kong

About the Presenter(s)
Barbara is currently a Senior Teaching and Learning Specialist at the Educational Development Centre, Hong Kong Polytechnic University (PolyU, HK).

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