This qualitative case study gathered information on the use of generative artificial intelligence in the teaching and learning process by using an inductive investigative strategy to gain a highly descriptive account focused on the integration of ChatGPT in the classroom.
It was done by interviewing tertiary level educators who were purposively selected. The Unified Theory of Acceptance and Use of Technology (UTAUT) model was used as the theoretical framework, focusing on effort expectancy and social impact. The data collected were analysed and coded according to the framework put forth by Merriam (1988).
The findings indicated that educators stated that the tool was easy to use, they were challenged by its applicability in education, lack of leadership advocacy and the potential misuse by students.
Educators need practical guidance and leadership support to ensure there is appropriate use in the classroom and to enhance the teaching and learning experience.
