In this research, we examine whether post-secondary educators are using generative AI tools in their teaching practice and discuss their concerns about this emerging technology. Are they worried that students will use generative AI to cheat or submit unoriginal work? Do they believe AI tools will negatively impact students’ critical thinking skills and ability to learn for themselves? What guidance are post-secondary institutions offering educators regarding the use of generative AI?
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Key findings
Playing catch-up
Uncertainty in the classroom
AI use improves teaching
Educators worry about academic dishonesty
Optimism and concern
Implications for post-secondary institutions
Appendix A: Methodology
Appendix B: Bibliography
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