The development of generative artificial intelligence offers significant opportunities for the professional growth of university teachers. This article analyzes the value of generative artificial intelligence in terms of university teachers' professional concepts, professional knowledge, professional abilities, and professional sentiments. However, in the process of empowering the professional development of university teachers with generative artificial intelligence, multiple practical challenges are faced: insufficient digital literacy and technical application capabilities of university teachers, making it difficult to efficiently leverage its potential; prominent ethical risks in education, with data security and privacy leaks and algorithmic biases affecting teaching fairness; over-reliance on technology may weaken teachers' professional judgment and critical thinking; and insufficient compatibility between technological tools and university teaching scenarios, leading to a mismatch between functions and needs. In response to these challenges, this article explores paths such as enhancing the digital literacy and technical application capabilities of university teachers, establishing ethical norms and risk prevention and control systems, strengthening the professional autonomy and critical thinking training of university teachers, and promoting the compatibility between technological tools and teaching scenarios, to facilitate the deep integration of generative artificial intelligence and the professional development of university teachers.
Huang et al. (Wed,) studied this question.