The rise of ChatGPT is well on its way to transforming the education landscape – but debate rages over whether it is a force for good or could serve as a method of cheating for pupils.
Concerns it could be misused by learners and stifle their critical thinking have been raised since the AI-powered large language model launched three years ago.
But, according to a new study, in the UAE it is not just pupils who may be using generative AI to create content – teachers are also turning to it for a helping hand.
Based on surveying more than 300 teachers in the Emirates, ChatGPT is regularly being used to create instructional materials and design lessons. Almost half of teachers said they used ChatGPT at least once a week, while less than a third said they had never used it.
Pros and cons of AI influence
Referencing previous research, the new study warned that although ChatGPT could help lesson planning, “its convenience raises questions regarding teachers’ autonomy and independent thinking”.
“There is a risk of over-reliance on technology, potentially leading to biased behaviour towards some students and issues such as plagiarism and non-compliance with standards,” the study said.
But the researchers also said there were benefits from using ChatGPT in schools, as it could mean that pupils receive personalised learning. “ChatGPT can develop student-centred lessons using specific action verbs that address students and adapt content and learning resources to each learner’s profile,” the study said.
The research found a difference in how teachers use ChatGPT according to where they worked, with public school teachers more likely to create instructional materials and look for help with classroom dialogue, while those at private schools were more likely to use it for lesson planning.
Published in Contemporary Educational Technology, the study, Navigating the game-changer: ChatGPT’s influence on in-service teachers’ self-regulation and teaching practices in the UAE, is written by researchers at Sharjah Education Academy, Al Ain University, UAE University and Emirates College for Advanced Education.
Of the teachers surveyed, 19 per cent said they used ChatGPT in their teaching daily, 30 per cent used it weekly, 20 per cent monthly and 31 per cent rarely. About 58 per cent had received training on its use.
Why are teachers turning to technology?
Clive Gibson, assistant principal for educational technology at Star International School, Mirdif, said that generative AI was “becoming an increasingly valuable tool for teachers across the UAE”.
“At Star International School, Mirdif, we use it to enhance teaching, not replace it,” he said. “AI supports lesson planning, content creation and instructional design, giving teachers more time to focus on inspiring and supporting their students. Tools such as ChatGPT can be useful, but they rely on strong prompts and, more importantly, the professional judgment of the teacher.”
He said that staff were being continually trained in how to use AI. To prevent safeguarding issues, he said that pupil's names or identifying information were not entered into generative AI systems and that only education-specific platforms, with enhanced data protection, were used.
“Human oversight is always essential,” he said. “AI is most effective when it works alongside skilled educators. When used responsibly, it enhances creativity, reduces workload and helps us prepare students with the skills they need for the future.”
Advanced assistant
At The Arbor School Dubai, instead of ChatGPT, the teachers use Microsoft Copilot. “AI is a support tool, and our teachers remain at the heart of learning – the human element is so important to us,” said David Smale, the school’s head of computer science and digital learning.
The school said that it used Copilot for routine administrative tasks, as a sounding board for ideas and to translate lesson materials.
Mr Smale said Copilot allowed teachers to personalise learning based on the needs of individuals because it enabled the “real-time analysis of school data”. But he said that technology must not replace the “human element”.
“Every AI-generated resource is reviewed by teachers to ensure accuracy, relevance and suitability in the Arbor unique curriculum,” he added. “We have clear guidelines for responsible AI use.”
Reducing workload
Laura Murphy, assistant head teacher for teaching and learning at The English College Dubai, said that she had found ChatGPT “particularly useful for supporting my own workload”.
“It helps me refine existing resources, create differentiated materials and turn complex mark schemes into clear, student-friendly rubrics,” she said. “When used thoughtfully and reviewed carefully, it feels like a creative collaborator, helping me focus more on high-impact teaching and meaningful time with students.”
She said that teachers received guidelines and training on the use of AI through the school's membership of the International Schools Partnership, and the school itself had introduced further training. “Ultimately, our aim is to use AI responsibly and purposefully, empowering teachers and students to thrive and make a difference,” she added.
Jane Mann, managing director, partnership for education at Cambridge University Press and Assessment, said that if AI could assist teachers with administration, lesson planning, draft content creation, training and assessment, it could be “a very good thing”.
“It can free up their time to do what they do best – teach,” she said. “It can allow them to focus instead on hard-to-teach human skills, like creativity and critical thinking. It can allow them to spend more time engaging and supporting students emotionally.”
Anyone creating material for lessons using large language models should, she said, check everything for accuracy, bias, appropriateness and alignment with the curriculum.
But over and above this, she said that teachers must overcome the biases of the models, where 90 per cent of training data is in English.
She said that teachers needed training to use AI, and her organisation works with the Kuwait Foundation for Advancement of Sciences to train science teachers in this.
Echoing the views of UAE teachers, a recent report from Cambridge University Press and Assessment, Humans at the Heart of Education, argued that technology should empower and not replace teachers.
“Teachers should never be replaced with technology,” Ms Mann said. “Doing so would create a two-tier system: one tier where children learn from skilled teachers using technology to enhance learning, and another where children rely on digital platforms with little or no human guidance.”
