ChatGPT in Higher Education in Trinidad and Tobago: Perceptions, Practices and Policy Recommendations

Abstract

The integration of artificial intelligence (AI) in education is transforming teaching and learning processes across the globe. While global interest in tools like ChatGPT has surged, research in the Caribbean, particularly in Trinidad and Tobago, remains scarce. This study explores the perceptions, usage patterns, and policy awareness surrounding ChatGPT among university educators in Trinidad and Tobago. Using semi-structured interviews with eight university teachers, the findings reveal that ChatGPT has become deeply embedded in academic life, with some participants even referring to it as a "department member."  Educators primarily used the tool for research, writing tasks, and professional development. Most expressed positive views and permitted student use, albeit under specific guidelines such as proper attribution and limited reliance Despite the absence of standardized national or institutional policies, participants adopted individual ethical practices to guide usage. The study concludes with a strong call for a uniform, national-level policy to ensure the ethical and equitable use of AI tools in higher education, warning that policy gaps may widen existing educational disparities and creates an AI divide.