From Chalkboard to Chatbots: The Integration of Artificial Influence on Pedagogical Practices

Abstract

This study examines the impact of artificial intelligence (AI) on higher education. Through highlighting the manifold intricacies of AI use, a distinct perspective on the digital transformation confronting pedagogy will be provided, considering the implications for curriculum development and faculty labor dynamics. Quantitative and qualitative research methods capture the rich mosaic of the faculty insights and experiences, leveraging anonymized surveys and in-depth interviews. As such, two scopes will be examined. Firstly, the vanguard touch of AI on educational methodologies, and the subsequence socio-cultural dynamics of post-secondary institutions in light of the introduction of AI technologies into pedagogical systems. Amidst the constructs of anthropology, Cultural Relativism, Practice Theory, Actor-Network Theory, and Technological Pedagogical Content Knowledge will be considered in an attempt to abate the gap of awareness in human-tech synergies, all while seeking to contribute to the subfield of digital anthropology. As its overarching purpose, this thesis emphasizes that AI does not merely augment academic experiences and outcomes but can cultivate a milieu where technology and human values coexist in symbiotic harmony.