Harnessing ChatGPT in online higher education: implications and teaching strategies through the lens of the diffusion of innovations theory

Purpose This exploratory qualitative study aimed to examine the educational implications and practical strategies for using ChatGPT in online higher education, as perceived by faculty, based on diffusion of innovations (DOI) theory. Design/methodology/approach This study employed a qualitative exploratory design to examine faculty perceptions at a US online higher education institution. Nine experienced faculty members were recruited through purposive sampling, with data gathered from an open-ended survey informed by DOI theory and analyzed thematically. Findings The results highlighted themes related to using ChatGPT, such as a potential decline in student learning, its impact on faculty teaching methods and technical issues. It was suggested that guided use could enhance student learning. Strategies for utilizing ChatGPT included assisting faculty with course content and student engagement, reflecting DOI attributes of relative advantage, compatibility and complexity. Research limitations/implications ChatGPT’s adoption in higher education will depend not only on its perceived relative advantage but also on how institutions manage its complexity and make responsible use observable. Strategic pedagogical design, faculty support and policy alignment are essential to ensuring that ChatGPT enhances, rather than diminishes, student learning and academic integrity. Originality/value Generative AI tools are gaining popularity among university students; yet, their integration into higher education is still evolving. This study is significant as it addresses faculty adoption of AI tools like ChatGPT in teaching, providing insights and recommendations for effective integration.