Navigating Educational Frontiers in the AI Era: A Teacher’s

Autoethnography on AI-Infused Education

Lisa Kuka

and Barbara Sabitzer

STEM Didactics, Johannes Kepler University, Altenberger Straße 68, 4040 Linz, Austria

Keywords:

Autoethnography, Artiﬁcial Intelligence, AI in Education, Teaching, Experience, Generative AI, GenAI,

Curriculum Design.

Abstract:

This autoethnography explores the impact of generative artiﬁcial intelligence (GenAI) on teaching and re-

search practices within the educational landscape. The author’s experiences with generative AI are examined

through a dual-layered exploration, encompassing academic research and educational practices. The paper

emphasizes the pivotal role of AI in revolutionizing classroom dynamics and alleviating the workload of ed-

ucators and researchers. Ethical considerations surrounding the use of AI are critically examined, ensuring

responsible research practices. The reﬂective journey reveals the extensive time dedicated to tasks outside

the classroom, highlighting the impact of AI on the workload of educators and researchers. The paper calls

for a shift in curriculum design to incorporate comprehensive digital and AI literacy training and emphasizes

the necessity for future research to delve into effective pedagogical approaches and long-term impacts of AI

integration. Overall, this autoethnographic methodology sheds light on the profound impact of AI on both

teaching and research practices within the educational landscape.

1 INTRODUCTION

In the ever-evolving landscape of education, the role

of a teacher extends far beyond the frontiers of the

traditional classroom. As an educator navigating the

complex intersections of technology and pedagogy,

I ﬁnd myself at the forefront of a transformative

journey, one that intertwines the responsibilities of a

classroom teacher and the challenges and aspirations

of a researcher pursuing a doctoral degree. In this

autoethnography, I delve into the intricate tapestry

of my experiences, emphasizing the pivotal role that

artiﬁcial intelligence (AI) plays in not only revolu-

tionizing classroom dynamics but also alleviating the

formidable workload that accompanies the dual re-

sponsibilities of teaching and research.

1.1 Through the Lens of the Dual Role

of a Teacher and Researcher

Within the realm of my College for Higher Vocational

Education, where knowledge pursuit converges with

vocational training, AI implementation emerges as a

https://orcid.org/0000-0002-0000-5915

https://orcid.org/0000-0002-1304-6863

beacon of innovation. As a teacher, I grapple with

daily demands, necessitating strategic AI integration

to streamline tasks and foster a conducive learning en-

vironment. This narrative explores AI’s transforma-

tive impact on my teaching practices, detailing reve-

lations, challenges, and profound changes in student

learning experiences. Simultaneously, my roles as a

research assistant and doctoral candidate in AI in ed-

ucation create a unique vantage point, bridging the-

oretical frameworks with practical application. This

autoethnography reﬂects on the synergy between my

teaching and research roles. Join me on this odyssey

through the dual realms of teaching and researching in

the age of AI, where the focus is on the teacher’s per-

spective within the technology-infused educational

landscape.

1.2 Background

In November 2022, OpenAI ushered in a revolu-

tionary era in the ﬁeld of artiﬁcial intelligence with

the release of its groundbreaking generative AI tool,

ChatGPT (OpenAI, 2023). This milestone marked

the initiation of a proliﬁc publishing wave that saw

not only the emergence of subsequent text-to-text

tools like Google’s Bard, Grok, but also text-to-image

Kuka, L. and Sabitzer, B.

Navigating Educational Frontiers in the AI Era: A Teacher’s Autoethnography on AI-Infused Education.

DOI: 10.5220/0012616500003693

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 16th International Conference on Computer Supported Education (CSEDU 2024) - Volume 1, pages 355-362

ISBN: 978-989-758-697-2; ISSN: 2184-5026

355

tools such as Midjourney and DALL-E. Also, tools

that combine several tools such as Poe or Perplexity

were developed. Despite being just over a year old,

ChatGPT catalyzed an enthusiastic response from

the research community, inspiring a plethora of pa-

pers examining the profound impact and utility of

generative AI AL-Smadi (2023). The integration of

generative AI in education holds immense promise,

poised to transform conventional teaching and learn-

ing paradigms by introducing personalized experi-

ences, streamlining administrative tasks, and enhanc-

ing feedback mechanisms (Grassini, 2023; Zaman,

2023; Kadaruddin, 2023). However, this transforma-

tive integration is not without its complexities and

challenges, as highlighted in recent scholarly works

(Kadaruddin, 2023; Lampou, 2023). Ethical con-

cerns, algorithmic bias, and the imperative for com-

prehensive educator preparation emerge as critical

considerations in this evolving landscape. Delving

speciﬁcally into medical education, the advent of

generative AI technologies, exempliﬁed by ChatGPT

and Bard, introduces novel opportunities for self-

directed learning and writing assistance (Preiksaitis

and Rose, 2023). Yet, this advancement is accom-

panied by heightened scrutiny concerning academic

integrity and data accuracy, necessitating a nuanced

approach to implementation. In essence, while the

potential beneﬁts of generative AI in education are

signiﬁcant, the path forward demands careful naviga-

tion, with a steadfast commitment to caution and re-

sponsibility (Grassini, 2023; Zaman, 2023; Kadarud-

din, 2023; Lampou, 2023). This paper stands as a

signiﬁcant contribution to this burgeoning scientiﬁc

discourse, uniquely offering insights from the dual

perspectives of a teacher and researcher. By bridg-

ing the realms of academia and practical application,

it aims to enrich the ongoing discussion on the impli-

cations and practicalities of integrating generative AI

tools into educational settings, showcasing the trans-

formative potential of these innovations in both theory

and practice.

2 METHODOLOGY

Adhering to an autoethnographic framework, this

study embarks on a dual-layered exploration, delving

into the intertwining realms of the researcher’s experi-

ences with generative AI (GenAI), within the contexts

of both academic research and educational practices.

This paper focuses on the latter and the personal im-

pact on teaching.

Figure 1: Data collection process of one month.

2.1 Data Collection

The autoethnographic methodology employed in this

study centers on the researcher’s introspective exam-

ination of interactions and engagements with GenAI,

emphasizing the integration of personal experiences,

reﬂections, and interpretive analysis. Two distinct

journals were maintained throughout the three-month

study duration: one focusing on the researcher’s role

as a teacher and the other illuminating the experiences

as a researcher. The research process is depicted

in Figure 1. The researcher diligently documented

observations and reﬂections in both journals from

September to November, capturing evolving insights

and responses to generative AI. Entries within the

journals encompassed quick keyword notations dur-

ing real-time AI interactions, supplemented by more

detailed reﬂections at the conclusion of each week.

The dual-journaling approach allowed for a targeted

exploration of the unique impact of ChatGPT in the

realms of teaching and research. To augment the rich-

ness of the autoethnographic data, screenshots were

systematically captured and integrated into the jour-

nals. This visual documentation served as a tangible

record of the researcher’s encounters with ChatGPT,

offering a contextualized perspective on the evolving

utilization and critical reﬂections over time.

2.2 Data Analysis and Reﬂexive

Narrative

The data collected underwent an iterative analysis

process, involving a systematic review of both teacher

and researcher journals. Themes, patterns, and trans-

formative moments emerged as the researcher nav-

igated the complexities of integrating generative AI

tools into educational and research practices. Build-

ing on the identiﬁed themes, the researcher developed

a reﬂexive narrative that synthesizes personal experi-

ences, reﬂections, and critical analyses. This narrative

aims to provide a nuanced understanding of how gen-

erative AI, speciﬁcally ChatGPT, inﬂuenced the re-

CSEDU 2024 - 16th International Conference on Computer Supported Education

356

searcher’s workﬂow, decision-making processes, and

perspectives in the realms of teaching and research.

2.3 Ethical Considerations

Throughout this autoethnographic exploration, care-

ful attention was given to ethical considerations sur-

rounding the use of AI. The researcher critically ex-

amined the potential biases, subjectivities, and ethical

implications inherent in both the utilization of Chat-

GPT and the autoethnographic approach. This reﬂex-

ive engagement with ethical considerations serves as

an integral component of the study, ensuring trans-

parency and responsible research practices.

In synthesizing personal encounters with genera-

tive AI, this autoethnographic methodology aims to

unravel the complex tapestry of the researcher’s dual

roles, shedding light on the profound impact of AI on

both teaching and research practices within the edu-

cational landscape.

3 HARNESSING THE POWER OF

GENERATIVE AI

3.1 Unveiling the Hidden Workload:

Beyond the Classroom

In the initial stages of my reﬂective journey, a stark

realization emerged, shedding light on the extensive

time dedicated to tasks outside the classroom. The

considerable chunk of time invested in preparing ma-

terials, crafting intricate slides, undertaking assess-

ments, and engaging in continuous professional de-

velopment became increasingly apparent. It wasn’t

a solitary revelation; discussions with colleagues un-

veiled a shared sentiment, with some reporting ex-

cessive correction times, particularly prevalent in lan-

guage classrooms. Determined to delve into the intri-

cacies of non-teaching hours, I embarked on research,

ﬁnding an OECD (2015) study that crystallized the

core tasks of teachers.

1. Teaching: Delivering lessons and instructions to

students in a classroom setting.

2. Lesson Planning: Developing and preparing edu-

cational materials and lesson plans.

3. Student Assessment: Evaluating and assessing

students’ academic performance through tests, as-

signments, and examinations.

4. Classroom Management: Creating and maintain-

ing a conducive learning environment, including

managing student behavior and engagement.

5. Student Support: Providing guidance, counseling,

and support to students to help them achieve their

academic and personal goals.

6. Professional Development: Engaging in continu-

ous learning and development to enhance teaching

skills and knowledge.

7. Collaboration: Working with colleagues, parents,

and other stakeholders to support student learning

and well-being.

This realization underscores the pressing need for

more efﬁcient workﬂows to alleviate the considerable

workload placed on teachers’ shoulders. As the de-

mand for streamlined processes becomes evident, a

crucial question emerges: which Generative AI tools

can serve as valuable allies in this quest for efﬁ-

ciency? These tools stand poised to not only ease

the burdens of material preparation, assessments, and

professional development but also redeﬁne the land-

scape of educational productivity. Section 3.2 and

Figure 2 show an overview of these teacher tasks and

useful GenAI tools.

3.2 Generative AI Tools

Figure 2: How GenAI can facilitate teacher tasks.

In navigating the rich spectrum of generative AI tools,

teachers conscientiously prioritize usability and prac-

ticality in their professional endeavors. Adhering to

the principle of ”less is more,” a deliberate selection

of generative AI technologies has proven invaluable.

ChatGPT and Poe, functioning as versatile chatbots,

adeptly assist in various tasks such as lesson planning,

content creation, and generating keywords for slides.

Grammarly and QuillBot enhance the writing process,

Navigating Educational Frontiers in the AI Era: A Teacher’s Autoethnography on AI-Infused Education

357

providing robust support for grammar checking and

summarization. DeepL contributes to linguistic diver-

sity through effective translation. Visual elements are

elevated with the inclusion of Ideogram and Bing Im-

age Creator. The integration of Canva Magic Studio

further ampliﬁes the toolkit, offering advanced capa-

bilities for image manipulation and creating visually

engaging learning materials. This strategic amalga-

mation ensures a seamless fusion of text and visu-

als in educational content. Additionally, for profes-

sional development, Elicit, Perplexity, and Research

Rabbit, collectively empower teachers with a com-

prehensive suite of tools that epitomize efﬁciency and

user-friendly functionality. This holistic approach to

technology adoption reﬂects a commitment to elevat-

ing the teaching experience through thoughtful inte-

gration.

3.3 Preparation, Lesson Planning, and

Professional Development

While the core duty of teachers centers around the act

of teaching itself, the journey commences much ear-

lier—with the demanding realms of preparation and

professional development. Before stepping into the

classroom, teachers engage in meticulous lesson plan-

ning, often creating materials. In the absence of a

standard textbook in my ﬁeld, I rely heavily on creat-

ing slides to complement my teaching, encompassing

both content delivery and engaging exercises. For-

mulating these materials can be time-consuming, es-

pecially when striving for creativity and student en-

gagement. I found ChatGPT an invaluable asset that

not only sparks ideas for creative tasks but also for-

mulates exercises, signiﬁcantly slashing the time in-

vested in this preparatory phase. Moreover, with

the assistance of Gamma.app, the process of creat-

ing slides is streamlined, introducing a level of au-

tomation that enhances efﬁciency and allows for a

more focused allocation of time to other essential

tasks. As a valuable companion in lesson planning,

ChatGPT consistently generates adaptable and cre-

ative ideas, seamlessly integrating with my teaching

style. It serves as a collaborative partner, enhanc-

ing the structure of presentations and providing essen-

tial keywords for slides. Interestingly, the AI’s sug-

gestions often align with my initial plans but bring

forth additional nuanced perspectives, contributing to

a richer educational experience. Moreover, the itera-

tive use of ChatGPT correlates with an improvement

in the quality of prompts and ideas, demonstrating its

capacity to adapt and evolve with consistent engage-

ment.

An invaluable aspect of my teaching arsenal in-

volves the seamless integration of text-to-image cre-

ation tools, speciﬁcally Ideogram and Bing Image

Creator. Both user-friendly and freely accessible,

these tools empower teachers to effortlessly enhance

presentations and inject creativity into various tasks.

Whether curating images to complement slides or en-

gaging students in the language classroom by visually

conceptualizing characters from literature, these tools

play a pivotal role in elevating the visual and creative

dimensions of teaching, making them accessible and

beneﬁcial resources for educators.

GenAI has a signiﬁcant impact on teacher pro-

fessional development, particularly in the context

of computer programming pedagogy (Dickey et al.,

2023). Educators need to guide students in effec-

tively using GenAI to preserve core skill development

(Dickey et al., 2023). However, there is a genera-

tion gap in the perception of GenAI, with Gen Z stu-

dents being more optimistic about its potential ben-

eﬁts compared to their Gen X and Gen Y teachers

(Chan and Lee, 2023). Furthermore, it has proven to

be a valuable instrument for crafting course content,

presenting a more rapid approach to content devel-

opment, and broadening the spectrum of educational

resources (Dickey and Bejarano, 2023). Additionally,

Dickey and Bejarano (2023) provides educators with

a framework to leverage its capabilities. However, its

potential as a coach for teachers is still under investi-

gation, facing challenges in delivering insightful and

innovative feedback (Wang and Demszky, 2023).

3.4 Administrative Tasks

Administrative tasks, a signiﬁcant facet of the teach-

ing profession, often consume considerable time, es-

pecially in the meticulous crafting of emails. Pre-

cision is paramount in communication with parents

or school administrators, requiring careful drafting to

maintain a professional tone devoid of errors or typos.

In this realm, ChatGPT emerges as a valuable ally,

facilitating the email composition process. Whether

crafting emails to the headmaster or the educational

directorate, ChatGPT not only assists in concise and

effective communication but also surprises with valu-

able insights, such as reminders on ethical guide-

lines, data anonymization and protection, enhancing

the professionalism of my correspondence. This AI-

driven support signiﬁcantly enhances the profession-

alism and efﬁciency of my administrative correspon-

dence. A translated draft can be seen in Figure 3.

Research ﬁndings indicate that GenAI can play a

substantial role in supporting teachers with adminis-

trative tasks in education. Ahmad et al. (2022) and

Pawar (2023) underscore the advantages of GenAI,

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358

Figure 3: ChatGPT’s draft for a mail to the Directorate of

Education (The original prompt and answer of ChatGPT

were written in German and translated for this paper).

including the improvement of accessibility, efﬁciency,

and accuracy in administrative tasks. They note its

capacity to reduce the workload of teachers while en-

hancing staff engagement and performance. These

studies collectively suggest that GenAI can be a valu-

able tool for teachers in managing administrative

tasks and enhancing the overall educational experi-

ence.

3.5 Student Assessment

In the realm of vocational training, staying abreast

of swiftly evolving technologies is paramount, en-

suring students are equipped for speciﬁc workﬁelds.

Professional development extends beyond technical

skills, encompassing vital aspects of didactics and

pedagogy. As a teacher, the journey of learning is per-

petual, aiming to remain up-to-date and adept at de-

livering quality education. In this pursuit, I’ve found

invaluable support from Generative AI tools such as

Elicit, Perplexity, and Research Rabbit. These tools,

adept at processing natural language queries, facilitate

the exploration of research papers in diverse areas,

augmenting my ability to stay informed and continu-

ally enhance my pedagogical approach. Additionally,

tools like ChatPDF or AskPDF have proven beneﬁ-

cial, providing a valuable means to swiftly grasp the

essence of research papers and distill key statements.

These tools not only offer a comprehensive overview

but also serve as a bridge, simplifying scientiﬁc lan-

guage for educators less accustomed to its nuances.

The interactive nature of these tools further facilitates

comprehension, allowing teachers to seek clariﬁca-

tions and conﬁrm their understanding. This stream-

lining of complex academic language contributes to a

more inclusive and accessible learning environment,

fostering improved engagement and comprehension

among educators navigating scientiﬁc discourse.

Exploring the expansive potential of AI in the ﬁeld

of student evaluation, ChatGPT emerges as a versa-

tile ally in creating assessment rubrics. By provid-

ing clear expectations and desired outcomes in the

prompts, ChatGPT showcases its capacity to gener-

ate precise and tailored rubrics for evaluating student

performance. This not only streamlines the assess-

ment process but also ensures alignment with speciﬁc

educational objectives, offering a novel and efﬁcient

approach to enhancing the feedback loop.

Providing comprehensive feedback, particularly

in the language classroom, is a vital aspect of teach-

ing, but it becomes a substantial undertaking with

classes ranging from 25 to 30 students. EFL teach-

ers invest signiﬁcant hours in crafting feedback that

holds paramount importance for their students. Yet,

students, in turn, may only glance at the feedback

and make corrections, a process consuming signiﬁ-

cantly less time than what teachers invest. To address

this challenge, ChatGPT proves to be a valuable tool.

By utilizing an assessment rubric provided to Chat-

GPT, teachers can generate feedback efﬁciently, espe-

cially for instances requiring extensive written com-

ments. An example can be seen in Figure 4. While

this does not replace teacher feedback, it serves as a

supplemental resource, allowing teachers to focus on

more personalized aspects. The teacher still engages

in the crucial task of reading the essay and checking

the feedback, with results open for discussion in the

classroom setting.

This combination of AI tools has become an indis-

Navigating Educational Frontiers in the AI Era: A Teacher’s Autoethnography on AI-Infused Education

359

Figure 4: Response by ChatGPT, after it has been provided

with the Writing Assessment Scale by BIFIE et al. (2015)

and a Student’s Text.

pensable asset, signiﬁcantly elevating the efﬁciency

and creativity in both the administrative and pedagog-

ical aspects of my role.

3.6 Experiences from the Classroom

In a media design class with 16-year-old students, the

task was to design an analog or digital game. Typ-

ically, students relish the opportunity to craft their

own gameplay as well as game art, but this time, a

group of four found themselves mired in demotiva-

tion during their brainstorming session. Recognizing

their struggle, I suggested they leverage ChatGPT to

spark inspiration. I guided them through the process,

demonstrating how to extract rich ideas. As they read

through titles and short idea descriptions generated by

ChatGPT, a palpable shift occurred. The atmosphere

lightened, and they not only embraced the provided

prompts but also began crafting their own. With new-

found enthusiasm, the group narrowed down to two

promising ideas. In a stroke of ingenuity, they de-

cided to involve their fourth member, who was un-

well and unable to attend in person. Through a re-

mote connection, they pitched both ideas to their ab-

sent teammate, initiating an engaging discussion. The

student at home, eager to comprehend the proposed

concepts, ﬁred off a barrage of questions. The on-site

students responded with quick, imaginative answers,

a collaborative dance inspired by the initial ChatGPT-

generated ideas. The exchange sparked a dynamic

process of adaptation and development, transforming

the ChatGPT suggestions into a wholly unique and

compelling game concept. What started as a demo-

tivated group transformed into one of the standout

teams in the class. This anecdote illustrates the trans-

formative power of leveraging AI, not just as a tool

but as a catalyst for creativity, collaboration, and ulti-

mately, the creation of something truly exceptional.

Another anecdote gives insight into the workﬂow

of a media production class. A group of 15-year-

old students embarked on the challenge of redesign-

ing an existing website to enhance its user experi-

ence (UX) and user interface (UI). As they delved

into the project, faced with lengthy text sections that

needed reﬁnement, they turned to ChatGPT for as-

sistance. Recognizing the potential of AI in text op-

timization, the students seamlessly integrated Chat-

GPT into their workﬂow. The tool proved invaluable

in succinctly reﬁning verbose content, allowing them

to maintain clarity while signiﬁcantly enhancing the

website’s overall readability. Beyond text reﬁnement,

the students leveraged Bing Image Creator to curate

mood boards and gather design inspiration. This dy-

namic combination of AI tools not only streamlined

their creative process but also sparked innovative de-

sign ideas that might have otherwise remained undis-

covered. The class witnessed a fusion of creativity

and technology as these young designers harnessed

the power of AI to elevate their UX/UI designs. This

anecdote showcases how seamlessly integrating AI

tools into educational settings can empower students

to overcome challenges and infuse a fresh perspective

into their creative endeavors. The anecdotes highlight

the necessity for classrooms to impart both technical

proﬁciency in Generative AI (GenAI) and a reﬂec-

tive mindset. This emphasis on technical acumen and

critical thinking serves as a crucial foundation, fos-

tering a symbiotic relationship between GenAI and

educational pursuits, enriching the learning experi-

ence. Insights from Chan and Hu (2023) empha-

size addressing concerns, aligning with the impera-

tive to instill a reﬂective mindset. Simultaneously,

Chan and Zhou (2023) reveals a positive correlation

between perceived value and the intention to use, re-

inforcing the importance of technical competence and

CSEDU 2024 - 16th International Conference on Computer Supported Education

360

a critical thinking attitude in students engaging with

generative AI tools. Together, these studies under-

score the potential of GenAI to enhance student as-

sessment, cautioning against overlooking ethical and

practical considerations. This emphasizes the need

for a balanced and thoughtful approach in educational

settings, aligning with the discourse on the transfor-

mative role of generative AI in education.

4 CHALLENGES AND

LIMITATIONS

In my extended engagement with ChatGPT, a grow-

ing concern surfaces as I observe an increased fre-

quency of inaccuracies in factual information and a

rise in typographical and grammatical errors within

the generated content. This raises a critical issue

about the reliability of the information produced by

the generative AI. Simultaneously, a parallel concern

takes root, centered around the potential deskilling of

my own writing abilities. The ease with which AI

generates text might inadvertently diminish the hon-

ing of my own linguistic and creative skills. More-

over, there is a lingering worry about the risk of over-

reliance on generative AI, potentially leading to a re-

duction in teacher involvement. This apprehension

extends beyond personal skills to a broader concern

about the potential undermining of professional ex-

pertise. As the allure of AI assistance grows, striking

a balance between leveraging its beneﬁts and preserv-

ing the integral role of the teacher becomes a crucial

aspect to navigate in the educational landscape.

These problems concern me as an experienced

teacher and scientist who has already acquired many

skills, so the question arises as to what it looks like for

inexperienced students who may not have fully devel-

oped essential skills yet. As educators, the challenge

lies in fostering an understanding among students that

while technological tools like GenAI are invaluable,

the cultivation of independent communication skills

and thinking skills (critical thinking, computational

thinking, etc.) remains paramount. Striking a balance

between leveraging technology and nurturing founda-

tional cognitive abilities becomes crucial. There is a

risk that overreliance on these tools might hinder the

development of essential skills, prompting a reﬂection

on how best to guide students toward a harmonious

and effective integration of GenAI within a broader

framework of holistic learning.

The integration of GenAI in education requires

evidence-based guidelines and policies to ensure re-

sponsible use (Chan and Lee, 2023; Perera and

Lankathilaka, 2023).

5 IMPLICATIONS FOR

EDUCATION AND FUTURE

RESEARCH

Foundational skills such as reading, writing, and cal-

culating serve as the bedrock of education, forming

the essential groundwork for intellectual growth. In

the ever-evolving landscape, it becomes imperative

to extend the educational trajectory to encompass the

fostering of digital literacy and AI literacy. As tech-

nology assumes a more integral role in various aspects

of life, ensuring that students possess the competen-

cies to navigate, understand, and harness the potential

of digital tools, including AI, becomes a pivotal ob-

jective. The implications for education entail a shift in

curriculum design to incorporate comprehensive dig-

ital and AI literacy training. Future research must

delve into effective pedagogical approaches, assess-

ments, and long-term impacts to ascertain how best

to equip students with the skills needed to thrive in a

technology-driven world while preserving the founda-

tional skills that underpin a well-rounded education.

The integration of GenAI into student learning

underscores the necessity for comprehensive teacher

training courses. These courses become imperative

not only for pre-service teachers but, critically, for

in-service teachers who navigate the evolving edu-

cational landscape. Equipping educators with the

skills and knowledge to effectively incorporate GenAI

tools into their teaching methodologies is paramount.

These training courses should encompass not only the

technical aspects of utilizing AI in the classroom but

also address pedagogical considerations, ethical im-

plications, and strategies to guide students in respon-

sible and effective use. In-service teacher training be-

comes an essential component in ensuring that educa-

tors are well-prepared to navigate the nuanced inter-

section of traditional teaching methods and the inno-

vative integration of GenAI into contemporary educa-

tion.

Future research in the realm of educational tech-

nology, particularly the integration of GenAI, holds

the key to unlocking innovative pedagogical practices.

Investigating the long-term impact on student learn-

ing, exploring optimal teacher training methods, and

delving into ethical considerations will shape the fu-

ture landscape of education. Understanding how to

strike a balance between leveraging AI tools and pre-

serving foundational skills is a critical avenue for ex-

ploration. Additionally, research that examines the

broader societal implications and equity considera-

tions in the adoption of GenAI in education will con-

tribute valuable insights for crafting inclusive and ef-

fective educational policies. The evolving role of

Navigating Educational Frontiers in the AI Era: A Teacher’s Autoethnography on AI-Infused Education

361

GenAI in education prompts a call for rigorous re-

search endeavors to inform best practices, ensuring

that educational systems adapt to the changing tech-

nological landscape while prioritizing student devel-

opment and well-rounded learning.

6 CONCLUSION

In conclusion, this autoethnography has provided a

comprehensive exploration of the transformative im-

pact of artiﬁcial intelligence (AI) on teaching and

research practices within the educational landscape.

The author’s experiences with generative AI (GenAI)

have been meticulously examined, shedding light on

the pivotal role of AI in revolutionizing classroom dy-

namics and alleviating the formidable workload ac-

companying the dual responsibilities of teaching and

research. Ethical considerations surrounding the use

of AI have been critically examined, ensuring trans-

parency and responsible research practices. The re-

ﬂective journey has revealed the extensive time dedi-

cated to tasks outside the classroom, highlighting the

profound impact of AI on the workload of educators

and researchers. Moreover, the paper has underscored

the necessity for a shift in curriculum design to in-

corporate comprehensive digital and AI literacy train-

ing, emphasizing the importance of future research

to delve into effective pedagogical approaches and

long-term impacts of AI integration. Overall, this au-

toethnographic methodology has unraveled the com-

plex tapestry of the researcher’s dual roles, shedding

light on the profound impact of AI on both teaching

and research practices within the educational land-

scape. As the educational landscape continues to

evolve, the integration of AI presents both opportuni-

ties and challenges, and this autoethnography serves

as a valuable contribution to understanding and navi-

gating these frontiers in the AI era.

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