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Abstract
Abstract The popularity of ChatGPT raises concerns about the impacts of artificial intelligence (AI) on higher education. While past research explored how ChatGPT, a widely recognized text-based generative AI, can improve productivity and efficiency in education, little is yet known about its impact on course design. Utilizing Bloom’s taxonomy and Biggs’ constructive alignment, this research examined the potential influence of ChatGPT on course design. We conducted 19 interviews with lecturers from seven universities located in different countries, who teach a range of business school courses with course objectives at various Bloom’s levels. Additionally, we interviewed three educational specialists with expertise in educational technology and pedagogy. Respondents had mixed opinions about ChatGPT's influence on learning and course design. Our findings suggest that the effectiveness of ChatGPT may be influenced by the complexity of learning outcomes as defined by Bloom’s taxonomy. The researchers propose a framework that teachers can use to mitigate its negative impacts.
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