AI-Driven Productivity in Education: Teachers' Perspectives on the Use of ChatGPT and Gamma for Instructional Support

Abstract

This study explored college professors' perspectives on the use of AI-driven tools, particularly ChatGPT and Gamma, for instructional support and productivity in higher education. Using Interpretative Phenomenological Analysis, the study examined the lived experiences of 10 purposively selected professors from public and private higher education institutions who had at least one year of teaching experience and active use of AI tools for lesson planning, content creation, or student engagement. Data were gathered through in-depth semi-structured interviews and were analyzed thematically. Findings revealed that ChatGPT and Gamma enhanced instructional productivity by supporting faster lesson preparation, content customization, organized lesson outlines, presentation development, generation of supplementary materials, differentiated activities, formative assessment design, and student engagement. Teachers valued the autonomy to revise AI-generated outputs and align them with learning objectives, but they also expressed concerns regarding technical limitations, accuracy of information, lack of contextual understanding, ethical risks, possible plagiarism, learner overreliance, and the need for training. Trust in AI outputs was conditional: teachers appreciated clarity, curriculum alignment, and usefulness for scaffolding learning activities, yet they generally verified AI-generated content before classroom use. The study concludes that AI tools can strengthen instructional productivity when used as support systems guided by human judgment, ethical safeguards, and institutional training. The findings imply the need for AI literacy programs, clear usage policies, technical support, and continuous content validation to promote responsible AI integration in education.