Enhancing Teaching Through Generative AI: A Study of ChatGPT Use Among University Lecturers

Abstract

The aim of this study was to examine whether university teachers' attitudes toward the use of ChatGPT in higher education differ depending on whether they use the tool in their teaching. Particular attention was given to perceptions of ChatGPT's contribution to teaching competence, the organization of teaching materials, productivity, teaching effectiveness, ease of use, and willingness to integrate artificial intelligence into various pedagogical activities. The study was conducted on a sample of 312 teachers employed at public and private higher education institutions in the Republic of Serbia. Data were collected during October and November 2024 using a structured questionnaire with a five-point Likert scale. Differences between ChatGPT users and non-users were analyzed using the chi-square test of independence, Fisher's exact test, Cramer's V, and the Mann–Whitney U test. The results indicate that teachers who use ChatGPT evaluate its contribution to teaching competence, the organization of teaching materials, productivity, and teaching effectiveness significantly more positively than non-users. They also report greater confidence in using AI tools, find them easier to adopt, and are more willing to integrate them into a wider range of teaching activities. These findings suggest that experience with ChatGPT is an important factor in shaping positive attitudes toward generative artificial intelligence and highlight the need to promote AI literacy and institutional support for the effective integration of these technologies in higher education.