Keywords
education system
teacher perceptions
institutional policies
How to Cite
Abstract
The integration of artificial intelligence into the education system is happening everywhere, and it has both positive and negative aspects. This article examines how teachers at international universities in Uzbekistan perceive artificial intelligence and how they envision the benefits and drawbacks of introducing AI into their universities and education in general. This study analyses the responses of teachers from Westminster International University in Tashkent, who are involved in undergraduate and postgraduate teaching in Business, Economics, IT, and English subjects. Respondents voluntarily participated in a questionnaire combining quantitative and qualitative items. Researchers from many countries investigate teachers’ perceptions of AI use in their practice and the activities of their educational institutions. Such works, including this paper, help in developing institutional policies for the effective implementation of AI. The study revealed that although teachers acknowledge the benefits and opportunities of AI, such as saving time, content creation, and research assistance, concerns such as academic dishonesty, ethical issues, and data privacy affect lecturers’ behaviour.
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