Analyzing TPACK and Demographic Influences on Faculty Adoption of ChatGPT in Latin American Higher Education
Keywords:
ChatGPT; TPACK; artificial intelligence; digital pedagogy; higher educationAbstract
The rapid integration of generative artificial intelligence (AI) tools such as ChatGPT into higher education worldwide has created an urgent need for faculty to develop the necessary skills and knowledge to use these tools effectively and ethically. This study explores the way in which university faculty in Peru apply the Technological Pedagogical Content Knowledge (TPACK) framework when using ChatGPT for educational purposes. A cross-sectional survey of 180 instructors revealed that higher TPACK levels are moderately linked to more frequent and purposeful use of ChatGPT, although demographic factors such as gender, age, and prior AI training also play significant roles. The resultsults highlight that while TPACK provides a useful foundation, it may not fully predict how successfully faculty members will adopt generative AI, underscoring the need to expand this framework with AI-specific competencies. These findings offer practical insights for designing faculty development programs and institutional policies that foster responsible and effective AI integration in higher education.
https://doi.org/10.26803/ijlter.24.7.20
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