Between innovation and skepticism
higher education professors facing assessment with the use of artificial intelligence
DOI:
https://doi.org/10.35699/2237-5864.2026.58840Keywords:
assessment, artificial intelligence, ChatGPT, higher education, teacher trainingAbstract
The main objective of this study was to investigate higher education teachers’ perceptions of ChatGPT, or similar tools, its uses, challenges, and difficulties associated with learning assessment. This is an exploratory research conducted in seven universities located in the Greater ABC region of São Paulo (São Paulo state). The research adopted a mixed-methods approach, structured in two phases: the first, qualitative in nature, consisted of conducting 16 interviews with professionals randomly selected in 2024, from Pedagogy, Literature, Medicine, and Law courses, among others; the second, quantitative in nature, completed in 2025, employed a Likert-type scale (N=136). The professors perceive ChatGPT as an effective resource for streamlining and personalizing assessment instruments, contributing to more innovative practices, and do not see it as a threat to teaching autonomy or student interaction. However, there is some hesitation regarding its use in formative assessment, highlighting gaps in training. There are also concerns about plagiarism and the superficiality of work produced by students, pointing to the need to develop evaluative judgment. Finally, although they recognize the innovative potential of these tools, the faculty remain skeptical about the replacement of summative assessments with more formative models and about a more transformative change in learning assessment. These data indicate the need for training policies that integrate artificial intelligence in a critical and pedagogical way.
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