Abstract
ChatGPT has the potential to revolutionize education. By allowing machine learning and natural language processing (NLP) algorithms to interact with students in real-time, ChatGPT can provide students with personalized and interactive learning experiences that are tailored specifically for their individual needs. This study uses Technology Acceptance Model to explore the attitudes of faculty members towards using ChatGPT. Semi-structured interviews with 20 faculty members of a private university in Pakistan were conducted. The responses from the interviews indicate that university faculty are generally cautious in their approach to using ChatGPT. The faculty members had a negative perception and attitude towards using ChatGPT. Potential risks such as cheating and plagiarism were cited as major concerns, while potential benefits such as ease in lesson planning and assessment were also noted. The results of this study suggest that university faculty need more information and education about ChatGPT in order to make informed decisions about its use. Additionally, future research should focus on student perceptions and the use of quantitative methods to gain further insight into how university faculty are using ChatGPT for teaching and learning purposes.
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