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International Research Journal of Engineering and Technology (IRJET)

e-ISSN: 2395-0056

Volume: 12 Issue: 08 | Aug 2025

p-ISSN: 2395-0072

www.irjet.net

Teaching with AI: Faculty Perspectives on Content Creation, Student Engagement and Writing Support Goutam Mondal Assistant Professor, Dept. of Education, Seth Anandram Jaipuria College, WB -----------------------------------------------------------***-------------------------------------------------------

Abstract - This study explores the perceptions and

especially in undergraduate colleges where classrooms are often large and students come from diverse language and cultural backgrounds. In terms of West Bengal, college teachers are starting to use AI tools to better connect with students and improve teaching practices. Most studies focus on how students benefit from AI, but teachers' views are equally important because they are the ones who decide how and when to use technology in the classroom (Luckin et al., 2016). In teaching and learning process, AI tools are now being used in three main areas: content creation, student engagement, and writing support. Content creation tools help teachers to design and to develop the lessons or contents more effectively and quickly. Engagement tools make it easier to hold students’ attention and keep them involved during class. Writing support tools, like Grammarly and ChatGPT, assist both teachers and students in improving grammar, correction, clarity and structure in writing (Holmes et al., 2022). These uses can be especially helpful in Indian classrooms, where English may not be the first language for many learners. But some teachers feel unsure about how these tools actually work and whether they can trust the results. Others worry about student data privacy and fear that relying too much on AI may reduce real human interaction in the classroom (Williamson & Eynon, 2020). These concerns make it clear that while AI offers many advantages, it also brings new challenges that teachers must deal with. Given this background, the purpose of this study is to explore how undergraduate college teachers in West Bengal perceive and experience the use of AI tools in their teaching in three basic areas: content creation, student engagement, and writing support. To achieve this, the study answers the following questions:

experiences of undergraduate college teachers in West Bengal regarding the use of Artificial Intelligence (AI) tools in higher education, with a specific focus on content creation, student engagement, and writing support within diverse classroom settings. The research employed a descriptive survey method, collecting data from 32 faculty members across multiple undergraduate colleges in the region through structured questionnaires. The findings indicate that a majority of teachers recognize the positive impact of AI tools in facilitating personalized learning, enhancing student participation, and improving academic writing. Many respondents highlighted how AI-assisted platforms enabled them to tailor content to individual learner needs, monitor student progress more effectively, and increase classroom efficiency. Teachers also observed improved student motivation and interaction when AI was integrated thoughtfully into lessons. Despite these benefits, several challenges were identified. Concerns were raised about the lack of technical know-how, limited institutional training, potential data privacy risks, and fears that overdependence on AI might diminish the human connection fundamental to effective teaching. The study concludes that while AI tools hold transformative potential in pedagogical practice, their successful integration demands adequate teacher training, institutional support, and clear ethical guidelines to ensure meaningful and responsible use in educational contexts.

Key words: Artificial Intelligence, Content creation, student engagement, writing support, personalized learning, student’s participation, ethical guidelines.

1. INTRODUCTION Artificial Intelligence (AI) is changing how teaching and learning happen in classrooms around the world. AIpowered tools such as ChatGPT, Grammarly, Google Gemini, and others are helping teachers create content, support student writing, and make learning more engaging (Zawacki-Richter et al., 2019). These tools can offer quick feedback, suggest improvements, and even adjust learning material to meet the needs of different students. As a result, many educators see AI as a useful way to improve the quality and efficiency of teaching. In India, the use of AI in education is still growing,

Impact Factor value: 8.315

What are undergraduate teachers’ perceptions of using AI tools for content creation?

How do teachers experience AI tools in supporting student engagement and writing?

What challenges and concerns do teachers face while using AI in their classrooms?

2. LITERATURE REVIEWS According to Zawacki-Richter et al. (2019), AI in education is mainly applied in four areas: intelligent

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