ROLES OF TEACHERS IN PROMOTING RESPONSIBLE AI USE IN HIGHER EDUCATION: A PHENOMENOLOGICAL STUDY OF COLLEGE STUDENTS
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Abstract
Artificial Intelligence (AI) tools such as ChatGPT are increasingly used by students in higher education, raising questions about academic integrity and responsible technology use. Despite growing interest in AI in education, limited research examines how teachers guide students toward responsible AI practices in the classroom. This study aimed to explore college students’ perceptions of the roles teachers play in promoting responsible use of AI in academic settings. A qualitative phenomenological design was employed to capture students’ lived experiences regarding AI use in the classroom. Semi-structured interviews were conducted with eight college students from the Department of Professional Education at Saint Louis University who reported prior experience using AI tools such as ChatGPT. Data were analyzed using thematic analysis to identify recurring patterns in participants’ responses. Findings revealed three key teacher roles in guiding responsible AI use: (1) establishing policies and guidelines for AI use, (2) providing alternative learning resources beyond AI tools, and (3) designing authentic and performance-based assessments that reduce misuse of AI-generated outputs. The study highlights the importance of teacher guidance in shaping ethical AI practices in higher education. The findings contribute to emerging discussions on AI literacy and responsible technology integration in teaching and learning. Practical implications for educational policy and classroom practice are discussed.
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