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Abstrakt
Integracja sztucznej inteligencji z systemem edukacji zachodzi na całym świecie i niesie za sobą zarówno pozytywne, jak i negatywne konsekwencje. Niniejszy artykuł analizuje postrzeganie sztucznej inteligencji przez wykładowców międzynarodowych uczelni w Uzbekistanie oraz ich opinie na temat korzyści i wyzwań związanych z jej wprowadzaniem do edukacji. Badanie przeprowadzono wśród nauczycieli akademickich Westminster International University w Taszkencie, prowadzących zajęcia na poziomie licencjackim i magisterskim z zakresu biznesu, ekonomii, informatyki oraz języka angielskiego. Respondenci dobrowolnie uczestniczyli w ankiecie łączącej elementy ilościowe i jakościowe. Badania dotyczące postrzegania wykorzystania AI w edukacji przez nauczycieli są prowadzone w wielu krajach, a analizy tego typu – w tym niniejszy artykuł – wspierają opracowywanie skutecznych polityk instytucjonalnych dotyczących wdrażania sztucznej inteligencji. Wyniki badania wskazują, że choć nauczyciele dostrzegają liczne korzyści płynące z wykorzystania AI, takie jak oszczędność czasu, tworzenie treści czy wsparcie w działalności badawczej, to obawy związane z nieuczciwością akademicką, kwestiami etycznymi i ochroną prywatności danych nadal wpływają na ich podejście do tej technologii.
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