Contemporary Higher EducationTeacher’s Challenges. The Perspective on the AI in Studies

Abstract

Contemporary higher education teacher faces the challenges in their professional activities, which are both similar and a bit different than the challenges previous generations of teachers faced. This paper is dedicated to analysis of the situation and subjective interpretation of the situation by teachers in higher education. The paper aims at analyzing contemporary university teacher’s challenges, including perspective on the AI in studies. The analysis is organized on the basis of three RQs. The methods of critical analysis of sources, analysis of personal experiences and a study based on qualitative methodology approach were employed for the development of this paper. The results of the theoretical analysis show that the challenges that contemporary HE teachers face are not unique, rather the degree of their manifestation is greater; in some cases the degree is more pronounced (e.g., IT (including AI) in studies) than in the other (e.g., marketization). The results of empiric study enabled conclusion that in some cases the theoretical considerations were empirically validated (teachers note challenge and opportunities prompted by technologies; pressure to publish), in some cases the challenges were not validated (marketization; multicultural setting as a challenge). Also empirical study enabled adding other challenges that a contemporary teacher faces on a regular basis: a challenge to deal with excessive, constant changes in legal stipulations and bureaucracy and a challenge to motivate students and help them grow.