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Integrating ChatGPT into Teaching: Educators' Insights Using the SAMR Model and Bloom's Taxonomy
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Author(s): Siti Nazleen Abdul Rabu (Universiti Sains Malaysia, Malaysia), Xie Fengli (Universiti Sains Malaysia, Malaysia)and Ng Man Yi (Universiti Sains Malaysia, Malaysia)
Copyright: 2026
Pages: 44
Source title:
Generators, Bots, and Tutors: Creative Approaches to Human-AI Synergy in Classroom Instruction
Source Author(s)/Editor(s): Bosede Iyiade Edwards (Universiti Sains Malaysia, Malaysia), Hassan Abuhassna (Sunway University, Malaysia), Damola Olugbade (University of South Africa, Pretoria, South Africa), Olayinka Anthony Ojo (University of Bolton, United Kingdom)and Wan Ahmad Jaafar Wan Yahaya (Universiti Sains Malaysia, Malaysia)
DOI: 10.4018/979-8-3373-0847-0.ch004
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Abstract
This research investigates how educators can incorporate ChatGPT into teaching, utilizing the SAMR (Substitution, Augmentation, Modification, Redefinition) model and Bloom's Taxonomy as guiding frameworks. The study aimed to explore educators' readiness to adopt ChatGPT and understand its potential to enhance teaching and learning. A qualitative methodology was employed, involving structured interviews, semi-structured interviews, and reflective documents with 10 educators from China, selected via purposive sampling for diverse perspectives. Data collection focused on AI familiarity, attitudes towards its use, and how ChatGPT aligns with SAMR and Bloom's Taxonomy. Thematic analysis revealed varied levels of readiness and confidence, despite educators recognizing ChatGPT's transformative potential. Key challenges identified include concerns about AI-generated content accuracy and the need for professional development, while opportunities were seen in fostering higher-order thinking and interactive environments.
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