VIEWPOINTS ON CHATGPT USE: A MULTIPLE CASE STUDY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 28
Issue 4
Pages: 411-419
Document ID: 2024PEMJ2676
DOI: 10.5281/zenodo.14279045
Manuscript Accepted: 11-07-2024
 Psych Educ, 2024, 28(4): 411-419, Document ID:2024PEMJ2676, doi:10.5281/zenodo.14279045, ISSN 2822-4353
Research Article

Viewpoints on ChatGPT Use: A Multiple Case Study

Honey Lyn B. Poraso, * Kristy Jane R. Muegna
For affiliations and correspondence, see the last page.
Abstract
This multiple case study aimed to explore and determine the viewpoints of teachers on ChatGPT use among students.
To gain a comprehensive understanding of teachers' perspectives, experiences, and attitudes regarding the
incorporation of ChatGPT, an advanced natural language processing model, in the learning environments of their
students. Using purposive sampling and inclusion criteria, the participating nine (9) teachers were identified. All of
them participated in the in-depth interviews. Results revealed the viewpoints of the participants: absence of academic
integrity, potential consequence of promoting students’ laziness, contrast between traditional method and modern
method of learning, may results to declining of critical thinking skills, and viewing ChatGPT as a supplementary tool.
Upon reflecting to their viewpoints, they arrived at the following insights: providing performance-based activities and
being responsible in using artificial intelligence. The results of this study were deemed significant by the participants,
teachers, students, and researchers.
Keywords: teachers’ viewpoints, ChatGPT, cross-case analysis, qualitative research, Philippines

Introduction
ChatGPT, a remarkable embodiment of artificial intelligence and natural language understanding, has emerged as a pioneering force
in modern education. Artificial Intelligence (AI) technologies have been progressing constantly and being more visible in different
aspects of our lives. One noteworthy development is ChatGPT, a chatbot with a conversational artificial intelligence interface that was
developed by OpenAI. However, ChatGPT poses different threats to the traditional education, including the possibility of cheating on
online exams, human-like text generation, diminished critical thinking skills, and difficulties in evaluating information generated by
ChatGPT. As one of the most advanced artificial intelligence applications, ChatGPT has drawn much public attention across the globe
(Tlili et al., 2023).
In New York City, school systems, teachers, and professors fear ChatGPT, viewing it as a potential enabler for widespread academic
dishonesty. Recognizing the risk of undermining the integrity of assessments, schools have taken preemptive measures by prohibiting
access to ChatGPT—an artificial intelligence bot developed by OpenAI that lets users, including students, ask the tool to write an essay
on Shakespeare, solving algebraic equations, or completing coding assignments. Concerns have been raised that the widespread use of
OpenAI's chatbot may not only foster a surge in cheating but also have detrimental effects on students' critical thinking and problem-
solving skills (Vincent, 2023).
Meanwhile, in Manila, particularly in the University of the Philippines, many educators fear the program since it threatens academic
integrity, encouraging new methods of cheating and plagiarism. Through the program's simplicity, accessibility, and convenience,
students have been using it to generate answers to homework and even entire essays, claiming the writing produced by the chatbot as
their own. Thus, this follows the spike in the availability of AI-powered chatbots this year, such as ChatGPT, which has stoked worries
among educators about widespread cheating and its potential to undermine the learning process (Blose, 2023).
The study is socially relevant because it focuses on teachers' perspectives regarding the integration of ChatGPT into education,
acknowledging teachers as the primary architects of lesson plans, instructional strategies, and student assessments. Their insights are
crucial for understanding the impact of ChatGPT on teaching methods, classroom dynamics, and student engagement, as well as for
identifying areas that may require improvement. The urgency of this study lies in the rapidly evolving educational landscape, where
the swift adaptation to emerging technologies like ChatGPT is essential. Teachers feedbacks not only guides the ongoing development
and implementation of ChatGPT but also ensures that it meets the evolving needs of classrooms. Furthermore, the findings of this study
have the potential to inform evidence-based educational policies, contributing to a comprehensive and informed approach to the
utilization of ChatGPT in schools.
In contrast to earlier studies, my research on the viewpoints of teachers on ChatGPT use in learning distinguishes itself through its
comprehensive exploration of the technology’s long-term efficacy and adaptability across diverse educational contexts. Related studies
had been found regarding the phenomenon of ChatGPT such as the study entitled, "ChatGPT for Education and Research:
Opportunities, Threats, and Strategies" by Rahman and Watanobe (2023). Also, the study of Kohnke et al. (2023) entitled, "ChatGPT
for Language Teaching and Learning". Additionally, the study by Kelly et al. (2023) entitled, “ChatGPT in higher education:
Considerations for academic integrity and student learning”. The mentioned studies explore the opportunities, challenges, and strategies
of using ChatGPT in education and research and identify strategies for potential threats. However, the uniqueness of the current study
laid in its specific focus on the teacher’s viewpoints from different year levels. This study is different because this focused more on the
perceptions of teachers in the use of ChatGPT among students which is still less explored in the body of knowledge. This broader
perspective positions my research as a distinctive contribution to the field.

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Research Article

Research Questions
The main objective of this qualitative case study was to explore and determine the viewpoints of teachers on ChatGPT use among
students. To achieve this objective, the study sought to answer the following research questions:
1. What are the unique characteristics of each case?
2. What are the perceptions of teachers in the use of ChatGPT among the students?
3. What are the insights of teachers in the use of ChatGPT among the students?
Literature Review
Chat Generative Pre-Trained Transformer (ChatGPT) and Its Applications
GPT models, particularly ChatGPT, have transformed the landscape of education and research by generating human-like text through
extensive pre-training on large datasets (Ray & Zaremba, 2023). While ChatGPT enhances learning opportunities across industries,
particularly in education, concerns remain regarding its ethical use. Ausat et al. (2023) highlight that ChatGPT's versatility enables its
adoption for varied tasks, but issues related to biases and ethical challenges cannot be ignored. ChatGPT's ability to mimic human
language raises questions about authenticity in educational environments, making it crucial for educators to navigate these complexities.
Effects on Academic Performance
While ChatGPT aids students in tasks like generating essays and analyzing data, over-reliance on this tool poses significant challenges.
Alneyadi et al. (2023) point out that ChatGPT supports learning in specific domains but caution that students may become dependent
on it for completing academic work. Lamas (2018) notes that understanding ChatGPT’s impact on academic performance requires
teachers and administrators to evaluate both the benefits and drawbacks, ensuring that students continue to develop critical thinking
skills despite the presence of such powerful tools.
Mallow (2023) adds that ChatGPT's integration into classrooms must be balanced. While it can enhance learning, it is crucial to avoid
fostering dependency. Students should be encouraged to use ChatGPT as a supplement rather than as a substitute for their cognitive
processes.
Academic Integrity Concerns
ChatGPT presents a significant challenge to academic integrity, primarily because of its ability to produce content that is difficult to
distinguish from human-generated work. Cotton et al. (2024) argue that traditional plagiarism detection tools are struggling to keep up
with AI advancements, making it harder to assess student originality. Rahman et al. (2023) concurs, noting that ChatGPT-generated
essays or assignments raise serious concerns about the authenticity of student submissions, with students using the AI tool to bypass
the learning process. These studies underscore the need for academic institutions to rethink assessment strategies and implement more
rigorous integrity safeguards.
Potential for Student Laziness
Teachers have expressed concerns that ChatGPT could lead to a reduction in student effort, fostering laziness. Iqbal et al. (2023) found
that students may turn to ChatGPT for quick solutions rather than engaging with the material themselves, which diminishes their
cognitive development. Yilmaz and Karaoglan (2023) add that over-reliance on AI tools not only reduces the motivation to solve
problems independently but may also cause students to miss out on the deeper learning experiences necessary for long-term success.
Contrasting Traditional and Modern Learning Approaches
The rapid adoption of AI tools like ChatGPT has dramatically shifted the educational landscape. Rahman and Watanobe (2023) argue
that traditional methods, which required students to engage in extensive research, have been replaced by AI-generated responses that
provide instant solutions. While this has made learning more efficient, it risks limiting students' ability to develop critical thinking and
analytical skills. Iqbal et al. (2023) highlight that this transition from traditional learning to AI-assisted learning could reduce the depth
of students' engagement with course material, ultimately affecting their academic performance.
Declining Critical Thinking Skills
Maknun (2019) warns that ChatGPT's ability to provide quick answers may lead to a decline in critical thinking and metacognition.
Suriano et al. (2024) suggest that educators should design more complex, problem-based tasks that challenge students to think
independently. Exintaris et al. (2023) emphasize that students who rely heavily on AI for solutions may struggle to develop the critical
thinking skills essential for academic and professional success. The decline in cognitive engagement, if unchecked, could affect
students' ability to tackle more complex, real-world problems in the future.
Viewing ChatGPT as a Supplementary Tool
Despite these concerns, many educators recognize the potential benefits of ChatGPT when used appropriately. Shouran (2023) argues
that ChatGPT can serve as an effective supplementary tool, particularly for students who need extra help in understanding complex
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Research Article

topics. Wang et al. (2024) stress the importance of critically evaluating AI-generated content, ensuring that students do not rely solely
on ChatGPT but use it as one of many learning resources. Ahn and Chen (2020) advocate for integrating AI literacy into curricula,
allowing students to navigate AI tools responsibly while understanding their limitations.
Loss of Human Decision-Making
The increased use of AI in education, particularly in decision-making processes, has raised concerns about the diminishing role of
human judgment. (Abbas et al., 2022) and (Javaid et al., 2023) caution that the reliance on AI for tasks previously managed by teachers
and administrators could erode essential cognitive skills like critical thinking and problem-solving. Araujo et al. (2020) observe that
while AI can streamline decision-making processes, over-dependence on AI risks dehumanizing education by removing the critical
human element from instructional and administrative decisions.
Providing Performance-Based Activities
Mogavi et al. (2024) suggest that teachers can counteract over-reliance on ChatGPT by incorporating performance-based activities
such as presentations and group projects into their lessons. These tasks require students to actively engage with the material, fostering
deeper learning and critical thinking. Salendab (2021) agrees, noting that performance-based assessments encourage students to apply
their knowledge in practical contexts, preparing them for success beyond the classroom. Herft (2023) adds that ChatGPT can be used
to support these activities by generating prompts or helping students develop ideas, but it should not replace hands-on learning.
Being Responsible in Using Artificial Intelligence
Teachers have also emphasized the importance of responsible AI use. Baidoo-Anu and Owusu (2023) argue that students need clear
guidelines on how to use ChatGPT ethically and effectively. Teachers must guide students in verifying AI-generated content and
understanding the tool’s limitations. By promoting responsible AI literacy, educators can help students balance the benefits of ChatGPT
with the need to develop critical thinking and independent problem-solving skills.
Methodology
Research Design
This study used a qualitative research design in a multiple case approach to further understand the challenges, coping mechanisms, and
insights related to the particular phenomenon participants experienced. Qualitative research, as defined, does not require numerical
data but instead focuses on syntactic, semantic, and pragmatic data to arrive at in-depth exploratory insights. This study employed
interviews to collect, analyze, and discuss the data (Creswell, 1998).
Participants
The participants of the study include three (3) junior high school teachers, three (3) senior high school teachers, and (3) college teachers.
These nine (9) participants were selected based on the criteria of the study, ensuring representation from each educational level. Each
of the participants underwent in-depth interviews, with the researcher conducted individual interviews with them to gather their
viewpoints and insights.
Instrument
To collect data for this study, the researcher followed a comprehensive protocol across pre-interview, interview, and post-interview
phases. An interview guide was developed and validated by a panel of experts, ensuring alignment with the study's objectives. After
validation, the researcher obtained an endorsement letter and sought consent from the adviser to proceed. Approval was then requested
from the institution’s administration to conduct face-to-face interviews with selected instructors and teachers.
Once approval was secured, participants were notified, and their consent was obtained through signed consent forms. The researcher
provided a thorough orientation covering the purpose of the study, methodology, and participants' rights. All interviews were recorded
with participants' permission, and confidentiality was strictly maintained. Recorded data were transcribed, reviewed by the participants,
and then translated. To ensure data reliability, the interview guide was validated by a panel of experts, and member checking was used,
allowing participants to review and verify their transcribed responses. After verification, data analysis was performed to derive
meaningful insights for the study’s conclusions and recommendations.
Procedure
The researcher initiated the study by drafting a formal permission letter to the institution’s administration, where the research was to
be conducted. After receiving approval from the panel, the researcher sent a letter requesting permission from the institution’s
administration to conduct the study with the identified instructors and teachers. Participants were informed through messages or email,
and participation was based on their availability and willingness.
Each participant was given a consent form to sign, ensuring they understood their role in the study and their rights, including
confidentiality and voluntary withdrawal at any stage. Prior to the interviews, an orientation was held to explain the study's objectives,

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interview procedures, and participants' rights, including privacy and the recording of the session. All interview sessions were
documented, and the researcher ensured that participants had the opportunity to review and confirm the accuracy of the transcriptions
before proceeding with data analysis.
Data Analysis
A thematic analysis approach was employed to process and interpret the qualitative data collected from interviews. Following
Creswell's (2009) proposed data analysis process, the researcher transcribed, translated, and systematically coded the participants'
responses to facilitate thematic analysis within this case study. Thematic analysis, often referred to as coding, categorizes responses
and identifies recurring themes to construct a structured representation of thematic concepts. These discernible themes offer valuable
insights within the data, which can be further analyzed and interpreted.
Through systematic thematic analysis, the researcher organized the dataset into themes or patterns, identifying recurring themes based
on the obtained data (Dye, 2021). Throughout the analysis phase, the researcher relied on the transcripts and translated versions of the
participants' responses. Using a systematic coding process, the researcher categorized and structured recurring responses to formulate
an exhaustive thematic analysis. Concepts were then methodically arranged and assessed, considering their interrelationships,
commonalities, and distinctions, with the support of a data analyst.
Ethical Considerations
According to Bhandari (2024), ethical principles serve as guidelines for ensuring research integrity and the protection of participants'
rights. These principles help researchers conduct studies responsibly, safeguarding the well-being of individuals involved. Kalu and
Bwalya (2017) emphasize that clear communication and informed consent are vital for building trust between researchers and
participants, thereby avoiding ethical issues.
In this study, I adhered to ethical standards by ensuring participants' autonomy through clear communication and obtaining informed
consent before conducting interviews. I maintained confidentiality by using pseudonyms and securely storing all data in password-
protected files, in accordance with the Data Privacy Act of 2012. Participants were also given the freedom to withdraw from the study
at any time without penalty.
Beneficence was upheld by conducting interviews in a safe and comfortable environment, ensuring that participants did not experience
any harm, embarrassment, or judgment. Participants were provided the opportunity to ask questions or skip sensitive topics, maintaining
their comfort throughout the process. Lastly, to ensure justice, participants were selected fairly based on appropriate criteria, and their
contributions were acknowledged with tokens of appreciation. These ethical principles—respect for autonomy, confidentiality,
beneficence, and justice—were consistently applied to ensure the protection and fair treatment of all participants.
Results and Discussion
A qualitative approach was used to answer questions about the participant's unique characteristics, perceptions, and insights. Using this
cue, the researcher conducted a qualitative multiple-case study to collect data from the target respondents. It seeks to substantiate the
claim that the case study technique, specifically the multiple-case studies design, can be used successfully to delve beneath the surface
of a situation and provide a rich context for understanding the phenomena under investigation (Tomaszewski et al. 2020). There were
three cases under investigation, each with a participant. The researcher interviewed the participant, and the results were analyzed per
case.
Table 1. Perceptions of Teachers in the Use of ChatGPT among the Students
Emerging Themes Supporting Statements
• "Academic integrity, as I mentioned earlier, regarding that incident of copying and pasting. The
Absence of Academic academic integrity there is nowhere to be found, nothing at all. It is really gone because no one really
Integrity knows where it came from." – IDI-01
• " They are very reliant there, dependent. You cannot really tell if the output is theirs. You cannot
assess if it is their own work, it turns out it is just from ChatGPT. Especially during our modular time
when they just submit their output, you would not know it is just from ChatGPT." – IDI-03
• “This really affects academic integrity. Why? Because when students copy and paste work, it is
dishonest. They are not really learning because everything comes from the internet or apps like
ChatGPT. So, academic integrity suffers because of it.” – IDI-04
• "Similar to what I mentioned earlier, academic integrity and overall learning outcomes are indeed
affected. Firstly, there is the issue of copy-pasting outputs, which undermines honesty and fails to
properly attribute sources of information. This lack of academic integrity compromises the credibility
of the work." – IDI-06
• "When it comes to the students' activities, it is like I cannot discern anymore. If their performance is
high, it is difficult for me to identify – I will be puzzled if it was them who did it or someone else.”
– IDI-08

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• "But, right now, when I check students' outputs, there are already doubts as to whether it is really
coming from their own ideas or they just got an idea from ChatGPT." – IDI-09
Potential Consequence of • "Also, AI brings people laziness, people are really getting lazy now because they rely heavily, they
Promoting Students’ are very dependent on AI." – IDI-01
Laziness • "There are transformations, they become lazy. They would just say, 'there is ChatGPT, I will just
rely on it there'." – IDI-02
• "For students, this is crucial because when there are tasks like essays, the easiest part is having it
done. Even for research papers, you just give a title and you can have a finished paper." – IDI-07
• "Nowadays, students are very dependent because of this application. They do not put much effort
because it is just one click away, they can have anything done instantly, even just a sentence.” – IDI-
08
• "However, the challenge is that we keep relying solely on that tool, and at the same time, students
become lazy because the information they need is just one click away. They only need to instruct the
AI or ChatGPT specifically if they want, and of course, AI will automatically provide the information
or the thing they need." – IDI-09
Contrast Between • "They are not able to experience life compared to before like me who experienced how difficult it is
Traditional Method and to dive into the library. Now, it is easy for them to just type and the answer is generated right away."
Modern Method of – IDI-01
Learning • "Back then, we used to really go to the library, we would spend time there, we would read until we
understood it. Now, for them, ‘ChatGPT is the key’." – IDI-02
• "In the past, we only had the library and Google, that is all. But now, it is different, they do not even
go to the library anymore, it is like it does not exist for them." – IDI-08
• "Before ChatGPT existed, I could see students really striving to improve or enhance their skills...
trying to exert effort in searching for information in the library, Google, and even being aware that
Wikipedia is not solely a correct source of information. But right now, because of the existence of
ChatGPT, they no longer check whether the information is true and correct." – IDI-09
Potential Consequence of • "For me, in junior high and senior high... it is probably okay in senior high if it is during research,
Declining Critical but in junior high, for me, if they can stop it, that is my concern, they should stop because it really
Thinking Skills affects, especially critical thinking." – IDI-02
• "They do not think much, their critical thinking skills are not very good, they do not know how to
analyze, for example, in math, if they encounter a problem, they just write the problem there, and if
they cannot find the equation when they search, they just will not answer." – IDI-03
• When students become too reliant, it significantly affects their performance and diminishes their
ability to think critically and engage in metacognition. This notable transformation towards
dependency is evident in their performances and behaviors, leading to a decline in their cognitive
processing and critical thinking skills. Critical thinking should be enhanced because it allows us to
assess how well students understand and analyze information.” – IDI-04
• Previously, before the advent of ChatGPT, I observed that students would exert effort and think
independently. However, now with the presence of ChatGPT, completing assignments has become
effortless for them. This easy accessibility lowers their performance and alters their thinking
process." – IDI-05
• "My main concern is the learning of the students, especially their ability to think critically and solve
problems on their own.” – IDI-06
Viewing ChatGPT as a • Its main purpose is to support and provide additional information to deepen understanding. It is
Supplementary Tool meant to supplement learning by offering what students may have missed in the lesson or what they
haven't understood yet. ChatGPT is a tool to supplement their understanding, providing additional
learning, resources, information, and ideas they are seeking. However, the problem arises when
everything revolves around ChatGPT." – IDI-04
• "ChatGPT should only serve as a supplement, ideally. Its purpose should be supplementary to
students' learning, but unfortunately, its usage has exceeded that purpose.” – IDI-06
• "For me, it is actually helpful because to be honest, we are also using that platform. Essentially, it is
supplementary, so it helps to enhance, it really helps, that is the main goal of ChatGPT. But, as for
the teachers, it is okay because there are inputs there, information that you can put on slides, you
have a lot of things you can do, and sometimes it also lessens the workload of the teacher because of
ChatGPT." – IDI-07
• "And for the benefits of students using ChatGPT, it is helpful because accessing information is easy,
and they can easily contribute ideas.” – IDI-08
• "Students already rely on that tool but for me, when it first emerged, it was really helpful. Of course,
it is a very big advantage for us to have this kind of AI since aside from enhancing how we can
construct paragraphs, it really assists us in seeking other references which might be helpful for us to
get the information that we need." – IDI-09

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The Perceptions of Teachers in the Use of ChatGPT among the Students. At this point, After the retrieval of the data and analysis, it
comes to an end that the teachers across various educational levels share common perceptions regarding their students' use of ChatGPT.
It was found that the perceptions of teachers were absence of academic integrity, potential consequence of promoting students’ laziness,
contrast between traditional method and modern method of learning, Potential Consequence of declining critical thinking skills,
viewing ChatGPT as a supplementary tool. These themes are supported by various related literature and theories.
Absence of Academic Integrity
The results indicate that teachers are concerned about the erosion of academic integrity due to the increasing reliance on ChatGPT.
Participants reported instances of plagiarism and challenges in verifying the authenticity of students' work, aligning with concerns
raised in other studies (Cotton et al., 2024; Rahman et al., 2023). The ability of ChatGPT to generate indistinguishable text from human
writing exacerbates the difficulty in maintaining academic honesty. This theme underscores the need for educators to address the ethical
implications of AI tools in the classroom.
Potential Consequence of Promoting Students' Laziness
Another significant theme was the potential for ChatGPT to promote laziness among students. Teachers observed that students often
rely on ChatGPT for instant answers, reducing their motivation to engage with academic material. This over-reliance on AI mirrors
findings from Iqbal et al. (2023) and Yilmaz and Karaoglan (2023), who noted that such dependence can diminish students' initiative
and critical thinking skills. While ChatGPT provides convenience, it may inadvertently encourage passive learning.
Contrast Between Traditional Method and Modern Method of Learning
Teachers highlighted a clear distinction between traditional research methods and the modern reliance on tools like ChatGPT.
Previously, students had to exert significant effort in gathering information, but now, the ease of AI-driven searches has shifted their
approach to learning. This reflects the broader changes in education noted by Rahman and Watanobe (2023), who suggest that while
AI offers advantages, it may limit students' ability to engage deeply with material, thereby affecting critical thinking and problem-
solving skills.
Potential Consequence of Declining Critical Thinking Skills
A recurrent concern among participants was the potential decline in students' critical thinking abilities due to the use of ChatGPT.
Educators emphasized that students' reliance on AI could hinder their capacity to analyze and solve problems independently. Suriano
et al. (2024) support this notion, arguing that while AI tools can assist with basic tasks, they may prevent students from developing
higher-order thinking skills. The findings suggest the need for a balanced integration of AI in education to preserve critical thinking.
Viewing ChatGPT as a Supplementary Tool
Despite the concerns, teachers also acknowledged that ChatGPT has potential as a supplementary learning tool. When used responsibly,
it can enhance understanding and provide additional resources for students. Studies by Crompton and Burke (2024) and Shouran (2023)
highlight how AI tools like ChatGPT can offer valuable support, especially for students who need extra assistance. However, educators
must guide students in using these tools appropriately to prevent over-reliance.
Table 2. Insights of Teachers in the Use of ChatGPT among the Students
Emerging Themes Supporting Statements
Providing • "Perhaps we can explore ways to minimize the reliance of learners on technologies like ChatGPT. We can
Performance-based employ alternative methods and strategies such as utilizing performance-based approaches. Instead of solely
Activities focusing on written works like essays or creating paragraphs, we can steer away from them and opt for
performance-based tasks. Collaborative approaches, brainstorming sessions, and other interactive methods
can also be beneficial.” – IDI-04
• “We might want to avoid activities that are prone to the use of ChatGPT, particularly those that involve
essay-type outputs or written assignments. Instead, we can design tasks that are performance-based or
collaborative, where students work together to solve certain scenarios or challenges." – IDI-06
• "The best approach is to avoid making activities into assignments, especially essays and sentence
construction, during class activities. These activities should be done right there in the classroom to minimize
the use of, of course, ChatGPT and prevent them from becoming overly dependent on it." – IDI-08
• "Perhaps, we should not solely focus on giving tasks to students such as essays because they are prone to
copying and pasting information from ChatGPT. Instead, we can opt for performance-based tasks where
they will perform inside the class. This way, we can truly identify their performances and potentials.
Utilizing performance-based tasks is a better option compared to traditional pen-and-paper tasks." – IDI-09
Being Responsible • "I highly recommend using ChatGPT responsibly. Let us value the benefits and advantages it brings and use
in Using Artificial it properly to elevate and enhance our skills. Use it responsibly with balance, understanding that ChatGPT
Intelligence is meant to be supplemental. We can ask for assistance, but remember to be responsible in its usage.” – IDI-
04

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• My recommendation is to know ChatGPT. Understand how to use it responsibly, recognize your limitations,
and know when to rely solely on ChatGPT. Be aware of its dos and don'ts.” – IDI-06
• "Even in using ChatGPT, it should be used properly, honestly, and productively. Properly means in
moderation, just the right amount. Honestly means that if there is something to be done, do not solely depend
on ChatGPT and do not just copy and paste everything.” – IDI-07
• "I always tell them that we should not become dependent on ChatGPT, we should not rely solely on it for
information because we have a lot of resources. Not only ChatGPT can help us, we have Google, Google
Scholars that we can use for our research, for our assignments, and all." – IDI-08
• "It is just that, as teachers, we need to keep doing our part. Aside from reminding them, there is nothing
wrong if you utilize this AI as long as we use it as a platform, as a springboard to create our own output or
idea. We also need to control how we use the tool since it is only a tool.” – IDI-09

Insights of Teachers in the Use of ChatGPT among their Students. After retrieving and analyzing the data gathered from the participants,
it was revealed that the teachers have various insights regarding the use of ChatGPT among their students. The researcher identified
two themes: providing performance-based activities and being responsible in using artificial intelligence.
Providing Performance-Based Activities
Teachers suggested that the reliance on AI tools like ChatGPT can be minimized by shifting towards performance-based tasks that
actively engage students. They recommended activities such as presentations, group projects, and simulations, which encourage deeper
learning and critical thinking. These activities help students apply their knowledge in practical, real-world contexts rather than relying
on AI for answers. This insight aligns with Mogavi et al. (2024), who found that performance-based assessments prevent overreliance
on AI and promote independent learning. Teachers emphasized that such approaches enhance essential skills like collaboration,
communication, and problem-solving, preparing students for success beyond academic settings.
Being Responsible in Using Artificial Intelligence
Another key insight from teachers was the need for responsible use of AI tools. While AI offers numerous educational benefits, teachers
stressed the importance of using it ethically and with proper understanding of its limitations. They encouraged students to balance AI
use with independent learning, ensuring that ChatGPT is used as a supplementary resource rather than a replacement for critical thinking
and problem-solving. This recommendation mirrors findings from Baidoo-Anu and Owusu (2023), who advocated for clear guidelines
and open discussions around the ethical use of AI in education. Teachers in the study also emphasized the need for students to verify
AI-generated content and critically evaluate its accuracy, promoting AI literacy and ethical responsibility.
Conclusions
Teachers' perspectives on ChatGPT underscore the need for balanced AI integration in education, fostering academic integrity, student
engagement, and critical thinking. Educators are encouraged to promote AI literacy within the curriculum to ensure responsible and
mindful usage. Implementing performance-based assessments and collaborative activities can also help reduce overreliance on AI,
cultivating independent thinking and essential problem-solving skills.
Future research should explore mixed-methods approaches to assess ChatGPT's broader impacts on student performance, engagement,
and satisfaction, offering insights for policies that support effective AI integration. As AI continues to influence educational practices,
ongoing teacher training and adaptive strategies will be essential to align technological advancements with foundational educational
principles.
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Affiliations and Corresponding Information
Honey Lyn B. Poraso
Kapalong College of Agriculture, Sciences and Technology – Philippines
Kristy Jane R. Muegna, PhD
Kapalong College of Agriculture, Sciences and Technology – Philippines

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