Scholarlink

<p>This mixed-methods study&#xa0;investigates the critical challenge of ChatGPT adoption in a non-Western context, examining student and teacher perceptions at Beni-Suef University, a large public university in Egypt. Employing an explanatory sequential design, the study surveyed 302 participants from the Faculty of Education using the Technology Acceptance Model (TAM) and Diffusion of Innovations (DOI) frameworks, with&#xa0;subsequent&#xa0;qualitative interviews used to&#xa0;illuminate&#xa0;the resulting quantitative patterns. The central finding is a fundamental&#xa0;perceptual divergence: students rated ChatGPT's usefulness significantly higher, while teachers found it easier to use but less compatible with their work. Qualitative analysis explains this gap as a conflict between&#xa0;two distinct roles: students acting as 'pragmatic users,'&#xa0;who prioritize task efficiency, and&#xa0;teachers acting as 'pedagogical guardians,'&#xa0;who prioritize the integrity of the learning process. Despite this divergence,&#xa0;a point of critical consensus emerged, as&#xa0;both groups expressed shared, significant concerns over academic integrity and the risk of student deskilling. The study’s key implication is that&#xa0;effective AI policies&#xa0;must&#xa0;bridge the perceptual gap between student pragmatism and pedagogical values.&#xa0;Successfully navigating this divide represents a&#xa0;key challenge for responsible educational reform&#xa0;not only in this context but&#xa0;globally.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Adoption and perceptions of ChatGPT in an EFL classroom: a mixed-methods study at an Egyptian university

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年12月1日

查看全文
  • Mohamed Mekheimer

摘要

This mixed-methods study investigates the critical challenge of ChatGPT adoption in a non-Western context, examining student and teacher perceptions at Beni-Suef University, a large public university in Egypt. Employing an explanatory sequential design, the study surveyed 302 participants from the Faculty of Education using the Technology Acceptance Model (TAM) and Diffusion of Innovations (DOI) frameworks, with subsequent qualitative interviews used to illuminate the resulting quantitative patterns. The central finding is a fundamental perceptual divergence: students rated ChatGPT's usefulness significantly higher, while teachers found it easier to use but less compatible with their work. Qualitative analysis explains this gap as a conflict between two distinct roles: students acting as 'pragmatic users,' who prioritize task efficiency, and teachers acting as 'pedagogical guardians,' who prioritize the integrity of the learning process. Despite this divergence, a point of critical consensus emerged, as both groups expressed shared, significant concerns over academic integrity and the risk of student deskilling. The study’s key implication is that effective AI policies must bridge the perceptual gap between student pragmatism and pedagogical values. Successfully navigating this divide represents a key challenge for responsible educational reform not only in this context but globally.