Physics Teachers’ Responses to Generative AI : Exploring Changes in Assessment and Teaching Practices

The rapid development of AI tools such as ChatGPT has raised important questions about how educational systems are responding to new technological challenges. This study investigates how physics teachers at the upper secondary school level in Uppsala, Sweden, have responded to the increased availability of generative AI, focusing specifically on changes in assessment and teaching practices. Data were collected through semi-structured interviews with six participants and analyzed using a deductive thematic approach, structured around two research questions. The findings show that while most teachers have not changed their primary assessment method, which was mainly traditional written exams, teachers have modified or changed their use of lab reports due to concerns that students may use AI to complete assignments. Oral examinations and stricter exam-like conditions were common strategies to address the problem. In contrast, teachers reported that they had not changed their teaching practices, though many have begun to instruct students on how to use it effectively. In the context of assessment, teachers see AI as a threat and have adapted their previous assessment methods accordingly to prevent students from using it on assessed work. Conversely, teachers saw AI as a helpful tool or tutor for students to learn the material. The study concludes that the emergence of AI has prompted adjustments in assessment practices but has had limited influence on teaching methods. These findings highlight a need for clearer pedagogical guidance and professional support as AI becomes more deeply embedded in educational practice.