Artificial Intelligence in Higher Education: Teachers’ Perspective

In recent years, artificial intelligence (AI) has become an innovative tool for reshaping educational practices, with ChatGPT emerging as one of the most influential technologies. This technological online instrument, created by OpenAI, offers continuous and interactive learning support, fostering personalized education outside traditional classroom settings. Its integration into educational practices has been met with both enthusiasm and concern, especially regarding issues like AI-assisted academic dishonesty and plagiarism. While an increasing number of existing research has highlighted students' experiences with generative chatbots, particularly ChatGPT, a notable gap remains in understanding the perceptions and needs of language instructors. This study aims to address this gap by investigating EFL (English as a Foreign Language) instructors' perspectives on the use of ChatGPT in educational settings. Specifically, it examines instructors’ familiarity with the tool, their views on its role in academic integrity, and the challenges they face related to AI-assisted cheating in assignments and exams as well as instructors' experiences and strategies for detecting AI-generated content. By addressing these focal points, the study contributes to the broader conversation on digitalization within Georgian higher education, providing insights on how instructors perceive AI’s role, its implications for academic practices, and the integration of digital literacy policies. Additionally, it offers practical recommendations for educators and administrators on how to manage the emerging challenges of AI-assisted education while fostering an ethical and effective learning environment