Abstract
Objectives The purpose of this study is to explore the direction of ChatGPT utilization in education for fostering future talents by analyzing teachers’ perceptions of ChatGPT awareness and its application in education. Methods A survey was conducted with 141 teachers as participants. The questionnaire was developed based on relevant prior studies and modified for improvement. The collected survey data were subjected to descriptive statistical analysis, independent samples t-test, and ANOVA analysis using SPSS 27 software. Additionally, word frequency analysis was conducted using Python 3 programming language. Results First, significant differences were found in the understanding of concepts and ethical issues related to ChatGPT based on teachers' experience, training, and educational background. Male teachers showed a higher understanding of ChatGPT compared to female teachers. Second, an analysis of the images associated with ChatGPT revealed the key keywords in order of frequency as follows: ‘Artificial Intelligence (AI)’, ‘questions’ and ‘answers’. Third, the analysis of criticisms and concerns about ChatGPT showed that 72.3% of teachers had critical views on utilizing ChatGPT in education. The identified keywords and frequency analysis of the concerns were ‘students’, ‘information’, ‘abilities’, ‘utilization’ and ‘ethics’. Fourth, the analysis of ChatGPT training showed that 88.7% of teachers expressed a desire for future ChatGPT training. The key keywords for desired training topics were ‘utilization’, ‘methods’, ‘lessons’, and the preferred training methods were remote training, face-to-face training, and self-paced learning using media. Conclusions To improve teacher perception of ChatGPT in education and boost their understanding, practical teacher training on ChatGPT should be offered. Furthermore, developing an educational program and usage manual for ChatGPT is essential. This study provides crucial data by analyzing teacher perceptions, facilitating ChatGPT's educational integration.
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