Science education academics’ generative artificial intelligence experiences

The aim of this research is to examine the experiences and practices of faculty members working in the field of science education in higher education regarding the use of generative artificial intelligence (GAI) in educational and academic contexts. The study was conducted within the framework of a basic qualitative research design. The participants of the study consisted of seven faculty members. A structured interview form was used for data collection in line with the interview guide approach. The data were analyzed through inductive content analysis, following the stages of preparing the data for analysis, reading the data, coding and creating themes, interpreting the data, and reaching the findings. The findings of the research emerged under five themes: “Conceptualization of GAI,” “Coexistence of Opportunity and Anxiety,” “Supportive Use in Educational and Academic Processes,” “Awareness of Competencies and Limitations,” and “Transformation of Academic Role and an Uncertain Future.” The findings show that faculty members mainly use GAI as a supportive tool in content creation, preparation of course materials, literature review, and academic writing processes. However, concerns about ethical issues, accuracy, student laziness, cognitive dependency, and the transformation of academic roles were also found to be prominent. As a result, the science education academics participating in the study revealed that GAI offers significant opportunities in higher education; however, pedagogical, ethical, and institutional regulations are needed for effective and safe use.