Use of Generative Artificial Intelligence in Teaching and Learning: Engineering Instructors' Perspectives

ABSTRACT Advancements in generative artificial intelligence, particularly ChatGPT, are increasingly influencing engineering education. Engineering instructors have noticed their students using this technology and are beginning to understand its effects on learning and teaching. While research has explored its impacts on general education, few qualitative studies examine engineering instructors' perspectives on how it affects both students and instructors. This qualitative study gathers engineering instructors' views on how ChatGPT affects and could affect their teaching and students' learning experiences. Engineering faculty were invited to participate in Zoom interviews. They were asked questions about their experiences with ChatGPT in their courses. The data collected were analyzed inductively to identify themes. Instructors likened ChatGPT's impact on education to the introduction of calculators, noting its potential to ease academic tasks. They highlighted its benefits in drafting, outlining, and correcting grammatical errors. However, concerns were raised about the quality of ChatGPT's output due to possible inaccuracies (hallucinations) and the risk of students over‐relying on the technology, thus avoiding genuine learning. Instructors recommended that students use ChatGPT as a supplementary tool, verify the information it provides, and that instructors educate students on its limitations and proper use. The overall outlook on ChatGPT in engineering education is positive, with instructors open to its integration in the classroom. Despite growing research on ChatGPT and engineering education, further studies are needed to assess its effectiveness across different course levels. This would help institutions and professors implement ChatGPT appropriately in various subjects and levels.