Perceived Impact of Generative Artificial Intelligence (GenAI) on Teaching Materials Among Traditional Chinese Medicine Educators in Shandong, China

Abstract

This study examines the perceived impact of Generative Artificial Intelligence (AI) on teaching materials among Traditional Chinese Medicine (TCM) educators in Shandong, China. A quantitative survey design was employed, utilizing a structured questionnaire to assess AI’s influence on accuracy, creativity, structure, and efficiency in instructional material development. Demographic variables, including age, gender, years of teaching experience, and frequency of AI usage, were also analyzed to identify potential correlations with educators’ perceptions. The results indicate that a majority of educators frequently use AI in their teaching material development, with varying levels of engagement. The sample consisted of educators with diverse teaching experience, with most having over a decade in the field. The gender distribution was skewed toward female educators, and mid-career educators formed the largest group. Statistical analysis revealed that AI was generally perceived as beneficial for improving efficiency and structuring teaching materials, particularly among those with higher AI exposure and fewer years of teaching experience. However, concerns about AI’s accuracy and its ability to maintain creativity in TCM-specific content were prevalent, especially among more experienced educators. A one-way ANOVA showed significant differences in perception based on teaching experience, while correlation analysis confirmed a positive relationship between AI exposure and perceived usefulness.These findings provide valuable insights into the evolving role of AI in specialized education fields, underscoring both its potential benefits and limitations in TCM pedagogy. Future research should explore long-term adoption patterns, best practices, and strategies for optimizing AI-driven teaching materials in TCM education.