Teachers' and Students' Perspectives on the Educational Potential of Artificial Intelligence (AI) at Cihan University

This study examines the perceptions of educators and students at Cihan University regarding the integration of Artificial Intelligence in Education (AIEd), focusing on its impact on academic accountability, critical thinking, and ethical concerns. Using a mixed-methods approach combining surveys, interviews, and classroom observations, the research investigates how AI tools—such as ChatGPT—reshape teaching and learning dynamics in English language instruction.
Key findings highlight AI’s dual role: while it enhances personalized feedback, content delivery,and student autonomy, it also risks fostering superficial literacy, academic dishonesty, and overreliance on automation. Professors emphasize AI’s potential to streamline assessment and tailor instruction but note challenges in ensuring ethical use and maintaining human-centric pedagogy. Students, though initially resistant, recognize AI’s utility in refining assignments yet struggle with balancing technology use and independent critical engagement.The study underscores the need for institutional policies, educator training, and student guidance to harness AI’s benefits while mitigating risks. By bridging theoretical frameworks with practical insights, this work contributes to ongoing discussions about AIEd’s role in shaping equitable, ethical, and effective educational futures.