| dc.description.abstract | This study sought to identify how educators perceive the influence of artificial intelligence
adoption. More specifically, it focused on generative AI technologies and their impact on
teaching practices viewed from the theoretical frameworks of andragogy and the Substitution,
Augmentation, Modification, and Redefinition (SAMR) model. Employing a phenomenological
framework, the research explores the lived experiences of educators at a Wisconsin Technical
College who navigate emerging assessment strategies, ethical challenges, and shifts in student
engagement because of recent AI innovations. Educators were invited to participate in an
interview to express their lived experiences regarding artificial intelligence in education. Ten
educators took part, and their responses were thematically analyzed. Four emergent themes were
discovered: utility, change, ethics, challenges. The research revealed a nuanced balance between
opportunities of GenAI, such as increased efficiency and personalized learning, with concerns
regarding privacy, overreliance on technology, ethical considerations, and the potential of
reduced critical thinking skills. The findings highlight the importance of targeted professional
development and clear implementation of guidelines to support the responsible adoption of AI in
education. By focusing on the educator perspectives, the study contributes to understanding AI’s
role in changing instructional practices. Also, it offers recommendations that can inform policy
and best practices for integrating GenAI in educational environments | en_US |
