Abstract
The integration of generative artificial intelligence (AI) tools such as ChatGPT is increasingly reshaping teaching and learning practices. It offers new possibilities for lesson planning, differentiation and instructional support. At the same time, its use raises significant pedagogical and ethical concerns, particularly regarding academic integrity and the accuracy of AI-generated content. Despite growing international interest in AI in education, there remains limited research examining teachers lived experiences of integrating ChatGPT within lower secondary international school contexts in Vietnam. This study explores the experiences of teachers who have integrated ChatGPT into their teaching practices in lower secondary international schools in Ho Chi Minh City, Vietnam. Guided by an interpretivist paradigm, the study adopted a qualitative phenomenological case study design to capture teachers’ subjective meanings and professional experiences. Data were collected from six purposively selected teachers through an online Google Forms questionnaire and individual semi-structured interviews. The open-ended questionnaire responses and verbatim interview transcripts were analysed using Braun and Clarke’s six-phase thematic analysis in ATLAS.ti.
The findings revealed that teachers primarily experienced ChatGPT as a pedagogical co-designer that supported lesson planning and instructional clarity. It also revealed the ease of resource development, contributing to increased efficiency and creativity. However, these benefits were moderated by challenges related to content accuracy, curriculum alignment, and concerns about student dependence on AI tools. Ethical considerations, particularly plagiarism and responsible use, were central to teachers’ decision-making. This shaped how ChatGPT was integrated into classroom practice.
The study concludes that while ChatGPT is perceived as a valuable pedagogical support tool, its effective and sustainable integration depends on professional judgement, ethical oversight, and clear institutional frameworks. The findings contribute context-specific insights to the growing global discourse on generative AI in education and offer implications for teacher professional development, school policy, and the responsible integration of AI in international school settings.