A Double-Edged Sword: Physics Educators’ Perspectives on Utilizing ChatGPT and Its Future in Classrooms

Recent advances in generative artificial intelligence are expected to change jobs and education dramatically. This study explores Korean physics educators’ perceptions of the educational use of ChatGPT and future changes in society and the educational environment. For this purpose, semi-structured interviews were conducted with ten Korean physics teachers from high schools and universities, and the interview data were analyzed using consensus qualitative research methods, yielding six categories and 34 subcategories. The results are as follows: First, educators reported the strengths and weaknesses of ChatGPT in physics problem-solving. Second, while ChatGPT has the potential to enhance personalized, learner-led, inquiry-based education, comprehensive efforts across the curriculum, teaching, assessment, infrastructure, and learning communities will be required. Lastly, the rapid progress of artificial intelligence will entail significant changes like shifts in educational paradigms, widening educational inequalities, and reduced teacher influence, necessitating the enhancement of teachers’ digital competencies. This study offers insights to guide future physics and science education by presenting current and upcoming challenges.