Imaginaries of the Cultural Impact of GPT Usage in Pedagogical Practice

Abstract

This research examines the cultural impact of artificial intelligence (AI)-based technologies, specifically GPT (Generative Pre-trained Transformer), on the pedagogical practices of master's level educators in Colombia. The study focuses on how AI influences the adaptation of teaching methods, interactions between teachers and students, and educational assessment, interpreted through Clifford Geertz's concept of culture. We identified three critical dimensions through Principal Component Analysis (PCA) of 18 Likert-scale statements: (1) AI as an integral part of contemporary teaching, with teachers perceiving GPT as a pedagogical facilitator that both respects and enriches cultural norms; (2) AI as an element complicating the educational act, revealing tensions in its integration with cultural expectations; and (3) AI independent of cultural interactions, where GPT does not significantly alter pedagogical dynamics. The study concludes that while GPT offers benefits such as the personalization and cultural enrichment of teaching, its implementation presents challenges in adapting to diverse educational contexts. These findings emphasize the need for a contextualized and careful approach to using AI in education to maximize its positive impact while mitigating potential cultural barriers.