Enterprise AI Analysis
What is the impact of GenAI use on teacher expertise and effectiveness? Empirical evidence from two European Universities
The adoption of Generative Artificial Intelligence (GenAI) by university teachers has increased significantly in recent years. However, its impact within higher education institutions remains unclear. This study investigates how various uses of GenAI as an educational tool influence students' perceptions of university teacher expertise and effectiveness, where effectiveness is assessed through teacher trustworthiness, teacher helpfulness, and teacher-student rapport. To increase the generalizability of the findings, data were collected from two European universities during January and February 2025. Results from the total sample reveal a negative and statistically significant impact of teacher use of GenAI on students' perceptions of teacher expertise (β = -0.125). The findings further reveal no significant relationships between teacher adoption of GenAI and the three dimensions of teacher effectiveness (β = -0.013ns, β=0.019ns, β=0.049ns), with similar results obtained at both universities. In contrast, teacher clarity emerged as a key predictor of perceived teacher expertise (β=0.691), which, in turn, had a strong and consistent positive impact on teacher trustworthiness (β=0.722), teacher helpfulness (β=0.698), and teacher-student rapport (β=0.628) across both groups of students.
Executive Impact: Key Findings
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-0.125β
Teacher Expertise Impact (GenAI Use)
0.691β
Teacher Clarity Impact (Expertise)
0.722β
Teacher Trustworthiness (Expertise)
0.698β
Teacher Helpfulness (Expertise)
0.628β
Teacher-Student Rapport (Expertise)
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Impact of GenAI on Teacher Expertise & Effectiveness
Role of Teacher Clarity & Expertise
Practical Implications for GenAI Adoption
Results from the total sample reveal a negative and statistically significant impact of teacher use of GenAI on students' perceptions of teacher expertise (β = -0.125). The findings further reveal no significant relationships between teacher adoption of GenAI and the three dimensions of teacher effectiveness (β = -0.013ns, β=0.019ns, β=0.049ns), with similar results obtained at both universities.
-0.125β
Negative Impact on Teacher Expertise (Total Sample)
| Context | GenAI Use → Expertise (β) |
|---|---|
| Croatian University (N=326) | -0.047ns (Insignificant) |
| Spanish University (N=301) | -0.204* (Significant Negative) |
These research outcomes contradict theoretical perspectives that position technological knowledge, particularly the use of emerging tools, as an integral component of effective teaching. Our findings contradict some previous research studies, which advocated for the positive influence of GenAI adoption on teacher performance (e.g., Lameras & Arnab, 2021; Mikeladze et al., 2024; Yadav, 2025). They also challenge the well-established Technological Pedagogical Content Knowledge (TPACK) framework.
The findings can be interpreted through the lens of the technology paradox, which suggests that technology adoption in education may produce insignificant or even negative effects (e.g., Alhumaid, 2019; Selwyn, 2016; Šerić, 2020b). Key mechanisms include perceived authenticity, technology credibility, and human agency, where GenAI might be perceived as outsourcing expertise, undermining teacher professionalism, especially if its pedagogical purpose is not made explicit.
0.691β
Teacher Clarity as a Predictor of Teacher Expertise
Teacher clarity emerged as a key predictor of perceived teacher expertise (β=0.691), which, in turn, had a strong and consistent positive impact on teacher trustworthiness (β=0.722), teacher helpfulness (β=0.698), and teacher-student rapport (β=0.628) across both groups of students.
These results align with previous research findings demonstrating the central role of clarity and expertise in shaping teacher effectiveness (Palmer et al., 2005; Shulman, 2015). They also point to cultural differences regarding the relevance of teacher expertise across different educational contexts, as identified by Šerić (2020a).
Academic institutions should prioritize meaningful training programs to further enhance the communication skills, expertise, and content and pedagogical knowledge of their teachers, given that teacher clarity and expertise emerge as strong drivers of teacher effectiveness.
Teacher Guidance Flow
Consider GenAI integration carefully
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Clarify pedagogical purpose of GenAI
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Prioritize teacher clarity & expertise
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Enhance communication skills & subject knowledge
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GenAI as support, not replacement
Teachers should carefully consider GenAI integration, as it might jeopardize students' perception of their expertise. The study questions the usefulness of GenAI adoption for enhancing trustworthiness, helpfulness, or rapport. Well-defined institutional policies and regulatory frameworks are needed. GenAI can support lesson planning and instructional creativity but cannot replace nuanced pedagogical judgments or real-time interactions.
The Enduring Human Element in Education
Effective teaching still depends on human expertise, including the ability to interpret learners' needs, respond adaptively to misunderstandings, and manage the social and emotional dynamics that arise in the classroom. While GenAI can assist with instructional preparation, it cannot replicate the nuanced judgments and interpersonal skills that define a truly effective educator. This reinforces the need for AI to serve as a tool that augments, rather than replaces, human pedagogical skill.
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