New academics' use of generative AI in teaching : current adoption and challenges

Abstract

This study explores the use of Generative Artificial Intelligence (GenAI) in teaching among new academics at a university in Hong Kong, focusing on their current adaptation and the challenges encountered. Data were collected via a questionnaire survey (n = 78). Findings reveal that nearly one-third of new academics had not used GenAI in their teaching. Among those who did, the majority employed it for content construction, with many expressing doubts about its efficacy. The major challenges identified were concerns over inaccurate information, a lack of skills and knowledge regarding GenAI, associated costs, and its negative impact on student learning. These results suggest that universities need to enhance their tailored professional development offerings and allocate funds to help new academics make the most of GenAI. At the same time, they should implement policies and guidelines to ensure that GenAI supports, rather than undermines, the core goals of education.