AI Dependence in Teaching: Students’ Perspectives on Lecturers’ Pedagogical Competence

Abstract

The development of Artificial Intelligence (AI), particularly generative AI, is bringing about significant changes in learning practices in higher education and influencing how lecturers structure and deliver materials. This study aims to understand students' perceptions of lecturers' use of AI in teaching and learning activities, highlighting ethical aspects, transparency, and its impact on lecturers' pedagogical competence. The study employed a qualitative approach with phenomenological methods and Interpretative Phenomenological Analysis (IPA). Six students from state universities in Pontianak were selected through purposive sampling, representing the Science and Technology and Social Sciences groups, respectively. The results show that students' perceptions vary, influenced by their academic backgrounds and lecturers' AI usage practices. Students believe AI can improve efficiency and aid understanding of the material, but it still requires filtering and the lecturers' academic capacity to avoid compromising the credibility and quality of interactions. This study emphasizes the importance of ethical and transparent guidelines for AI use to maintain the quality of learning and students' intellectual autonomy.