Integrating artificial intelligence in higher education : a study on adoption and application of AI by business teachers at Turku University of Applied Sciences
Abdullah, Ameer (2025)
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2025061423018
https://urn.fi/URN:NBN:fi:amk-2025061423018
Tiivistelmä
This thesis evaluates the integration of artificial intelligence (AI) in higher education by focusing on how business teachers at Turku University of Applied Sciences (Turku AMK) use AI tools in their teaching. The study was conducted in response to university’s emphasis on innovation in pedagogy and it was commissioned with an explicit directive to consider sustainability implications. It fills a gap in empirical research by examining that how actually teachers at an applied sciences university incorporate AI into their courses.
The main objectives were to evaluate the extent of AI usage among teachers and to identify challenges that are associated with this integration. A qualitative approach was employed. Semi structured interviews were conducted with eleven business teachers at Turku AMK during Spring 2025. All interviews were recorded and transcribed. The transcripts were analyzed using thematic analysis.
The analysis revealed three distinct categories of instructors based on their attitudes toward AI ad frequency of usage of AI tools: enthusiastic adopters, cautious adopters and resistant adopters. All eleven participants reported familiarity with only a few well known AI applications (Copilot, ChatGPT and Turnitin) which suggested a need for broader AI literacy and further exposure to AI tools. Participants also reflected on ethical and sustainability implications of using AI. The study concludes that effective integration of AI requires addressing technical, ethical and practical challenges, and that the institutional support is very important in order to help teachers adapt to AI.
The main objectives were to evaluate the extent of AI usage among teachers and to identify challenges that are associated with this integration. A qualitative approach was employed. Semi structured interviews were conducted with eleven business teachers at Turku AMK during Spring 2025. All interviews were recorded and transcribed. The transcripts were analyzed using thematic analysis.
The analysis revealed three distinct categories of instructors based on their attitudes toward AI ad frequency of usage of AI tools: enthusiastic adopters, cautious adopters and resistant adopters. All eleven participants reported familiarity with only a few well known AI applications (Copilot, ChatGPT and Turnitin) which suggested a need for broader AI literacy and further exposure to AI tools. Participants also reflected on ethical and sustainability implications of using AI. The study concludes that effective integration of AI requires addressing technical, ethical and practical challenges, and that the institutional support is very important in order to help teachers adapt to AI.