Chatgpt in University Pedagogy: Lecturers’ Adoption, Pedagogical Value, and Implications for Students’ Critical Thinking in Southeast Nigeria

Abstract

The integration of Artificial Intelligence (AI) in higher education presents both opportunities and challenges for teaching practices. This study examines the pedagogical implications of ChatGPT adoption among lecturers in Southeast Nigerian universities, focusing on reliance, complementarity with traditional teaching, and perceived professional impacts. Guided by Uses and Gratifications Theory and Technological Determinism, a mixed-methods approach was employed, combining surveys of 370 lecturers with in-depth interviews of 24 purposively selected participants. Quantitative findings indicate high awareness and moderate reliance on ChatGPT, particularly for content generation and time efficiency. Lecturers perceive ChatGPT as enhancing teaching by simplifying complex concepts, fostering engagement, and providing instant feedback, without undermining instructional authority. Concerns regarding job security were minimal, supported by regression results showing no significant predictive relationship between ChatGPT use and perceived insecurity. Qualitative insights underscore lecturers’ emphasis on professional judgment, classroom interaction, and mentorship, areas beyond AI’s capacity. However, lecturers expressed concern over potential student over-reliance, which could impede critical thinking and independent problem-solving. The study concludes that ChatGPT functions as a pedagogical support tool, augmenting teaching efficiency while preserving lecturers’ instructional control. Recommendations include developing institutional AI-use guidelines, integrating AI literacy into curricula, and designing assessment methods that encourage reflection and originality. This research contributes empirical evidence from a Global South context, reframing the discourse on AI adoption in higher education from labor displacement to cognitive and pedagogical enhancement.