Deliberating Artificial Intelligence (AI) Use in Teaching in Universities in China

Abstract

This study explored the diverse perspectives and lived experiences of Chinese university educators regarding the benefits, risks, and challenges of integrating artificial intelligence (AI) into their teaching practices. Guided by a constructivist and participatory paradigm, the research employed a qualitative case study design involving four Chinese university teachers currently pursuing graduate studies in the Philippines. Data were gathered through an open-ended questionnaire and analyzed thematically to identify key patterns in teachers’ conceptualizations, motivations, and reservations about AI use in education. Findings revealed that Chinese teachers generally perceive AI as a transformative global trend and a valuable functional assistant that enhances efficiency, innovation, and personalized learning. However, they also expressed caution, emphasizing potential risks such as overreliance, data inaccuracy, ethical dilemmas, and the erosion of human interaction and critical thinking. The study underscores the need for institutional policies, ethical guidelines, and sustained professional development programs to help teachers critically deliberate on AI adoption rather than passively comply with top-down policy directives. Ultimately, this research contributes to the discourse on educational modernization in China by highlighting that sustainable AI integration requires more than technological readiness—it demands culturally responsive training, equitable support systems, and frameworks that empower teachers as reflective agents of educational innovation.

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