The AI Revolution in Education: Will AI Replace or Assist Teachers in Higher Education?

The rapid advancement of AI, particularly with the emergence of generative AI tools like ChatGPT, has sparked debate regarding its potential impact on the teaching profession. Sir Anthony Seldon's prediction that robots would replace human teachers by 2027, while controversial, highlights the growing concern. The potential displacement of millions of jobs by AI fuels speculation about the future of educators. This study explores the perceptions of students and teachers towards generative AI in higher education, specifically addressing whether AI will replace teachers or function as a collaborative tool. The research aims to understand the perspectives of both groups on the integration of AI and its potential impact on the teaching and learning process. The study's findings offer valuable insights into the future of education and the evolving role of teachers in an AI-driven world.

The application of AI in education spans decades, evolving from computer-assisted instruction to intelligent tutoring systems (ITS). Current applications range from ITS providing personalized tutoring to virtual teaching assistants. Research themes in AI in education include adaptive learning, expert systems and ITS, and the future role of AI in educational processes. Studies show AI's benefits in personalized and adaptive learning, real-time feedback, and intelligent administrative support. Innovative technologies like humanoid robots, chatbots, and virtual reality systems are also being integrated to enhance student engagement. While some argue that AI's ability to deliver standardized content and assessments efficiently makes it a potential teacher replacement, others emphasize the irreplaceable role of human empathy and emotional intelligence in education. The literature review examines the arguments for and against AI replacing teachers, highlighting the advantages of AI in automating routine tasks, providing objective feedback, and monitoring student progress. However, it also emphasizes the limitations of AI in replicating human qualities such as empathy, emotional support, and the development of social-emotional competencies. The review concludes that AI's current value lies in augmenting, not replacing, teachers. A detailed roadmap summarizing 26 aspects across eight categories highlights the irreplaceable human qualities that AI currently lacks.

This study employed a survey design to collect data on the perceptions and experiences of students and teachers regarding generative AI in teaching and learning. An online questionnaire with both closed-ended and open-ended questions was used to gather data from undergraduate and postgraduate students and teachers in Hong Kong universities. Participants were recruited through bulk email invitations using a convenience sampling technique. Prior to the main survey, two pilot studies were conducted to refine the questionnaire based on feedback from 20 randomly selected students and teachers. The final sample included 384 students and 144 teachers from various disciplines. Descriptive analysis was used to analyze the closed-ended questions, while thematic analysis was employed to analyze the open-ended responses. The informed consent of all participants was obtained before survey completion.

Quantitative data revealed that students (M=3.86, SD=1.008) were more open to integrating generative AI technologies than teachers (M=3.61, SD=1.183) (t=2.238, df=215.111, p=.026). Students also believed more strongly than teachers that AI could effectively guide coursework (students M=3.08, SD=1.142; teachers M=2.67, SD=1.127; t=3.636, df=531, p<.001), improve academic performance (students M=3.47, SD=.979; teachers M=3.29, SD=1.115; t=1.792, df=507, p=.074), and enhance writing skills (students M=3.32, SD=1.162; teachers M=3.01, SD=1.273; t=2.577, df=525, p=.010). Students appreciated AI's 24/7 availability more than teachers did. Teachers believed more strongly than students that students would ask AI questions they wouldn't ask human teachers. Teachers were also more concerned than students about the negative impact of AI on the development of transferable skills, and less confident in their ability to detect AI use in student assignments. Both students and teachers did not strongly believe that AI would replace teachers or that they would favor an entirely AI-assisted online degree program. Qualitative data supported the quantitative findings, with most participants believing AI cannot replace the human qualities of teachers, particularly empathy, emotional intelligence, and the ability to foster social-emotional learning. However, both groups acknowledged AI's potential to assist with course planning, research, and writing, and improve time efficiency. Concerns were raised about the need for AI literacy among students and teachers, ensuring ethical AI usage, and preventing over-reliance on AI, potentially hindering the development of holistic competencies.

The study's findings present a nuanced view of AI's role in education, challenging the simplistic notion of AI replacing teachers. While some participants acknowledged the potential for AI to eventually replace certain aspects of teaching, the majority emphasized the irreplaceable value of human teachers. The unique qualities of human teachers – emotional intelligence, critical thinking, creativity, and the ability to foster social-emotional learning – were highlighted as crucial aspects that AI currently cannot replicate. The results suggest that the most effective approach involves a collaborative relationship between human teachers and AI, where AI is used to enhance, rather than replace, human expertise. This collaboration can lead to improved teaching efficiency, personalized learning experiences, and better student outcomes. The study's findings highlight the need for teachers to develop AI literacy and for institutions to establish guidelines for ethical AI usage. The emphasis on the irreplaceable human qualities of teachers underscores the importance of integrating AI strategically into the educational process while preserving the essential human elements of teaching and learning.

This study reveals that while AI offers considerable potential to enhance education, it is unlikely to entirely replace human teachers in the foreseeable future. The irreplaceable human qualities of teachers, including emotional intelligence, critical thinking skills, and the capacity to nurture social-emotional growth, were strongly emphasized. The future of education lies in the synergistic partnership between human teachers and AI, with AI acting as a tool to augment and support, not replace, the essential role of the human educator. Future research should focus on developing pedagogical approaches that effectively integrate AI tools while nurturing human connection and critical thinking.

The study's limitations include a relatively small sample size, focusing solely on text-based generative AI, and reliance on self-reported data, which may introduce bias. The findings may not be generalizable to all post-secondary educational institutions or all types of AI educational technology.