”Pyyhkäisee kuin kulovalkea ja valtavalla vauhdilla” – Ammattikorkeakoulujen viestinnän opettajien käsityksiä tekoälymurroksesta

The widespread adoption of artificial intelligence (AI) in spring 2023 required a rapid response from the higher education sector. Concerns about the increasing number of AI-generated learning assignments led universities of applied sciences to draft AI guidelines, and the design of assignments, teaching methods, and assessment practices also had to be reconsidered. The new technology caused uncertainty and brought new demands into teaching, especially affecting communication teachers, who are experts in writing and interaction. This study examined the experiences and perspectives of communication teachers in Finnish universities of applied sciences regarding the use of AI in teaching during the initial adoption phase. The focus was chosen because work-oriented communication education in universities of applied sciences is particularly sensitive to changes in technology and working life. Survey data was collected from communication teachers working at Finnish universities of applied sciences (n=23) and analyzed using theory-driven content analysis. Among the respondents, some perceived the AI transition as an opportunity, while others saw it as a challenge. Communication teachers were particularly concerned about the learning of their discipline’s core skills, like thinking, writing and reading, as well as the growing differences in students’ skill levels. The results also reveal several areas for development regarding AI use in higher education and teaching: for example, sharing best practices emerged as a key factor in supporting teachers’ competence. The teachers’ reported concerns and increased workload underline the need for institutional policies, training, and support in times of change. Furthermore, the findings highlight the need for higher education institutions to take action to prevent the divergence of student skills reported by the teachers.