Faculty Perspectives on the Use of Artificial Intelligence in Teaching Evaluation in Iran’s Higher Education System

Artificial intelligence has recently become one of the most influential technologies in higher education, particularly in the area of teaching evaluation, where it offers considerable potential for improvement. Although the international literature on this topic has expanded rapidly, empirical studies examining Iranian faculty members’ views on the adoption of this technology remain scarce. Therefore, the present study sought to examine the opportunities and challenges associated with the use of artificial intelligence in teaching evaluation and to analyze faculty attitudes within Iranian higher education institutions. A qualitative research approach was adopted, utilizing semi-structured interviews as the primary data collection method. Participants consisted of 12 faculty members (3 women and 9 men) from Kharazmi University and the University of Tehran, selected through purposive sampling. Interviews were conducted until theoretical saturation was achieved. The collected data were analyzed using MAXQDA (version 22). To ensure the credibility and rigor of the findings, member checking, participant validation, and independent peer review were employed. The analysis led to the identification of four main categories and 60 subcategories, including Direct Applications of Artificial Intelligence in Teaching Evaluation, Analytical and Managerial Applications, Opportunities and Benefits, and Challenges and Concerns. These categories reflect the diverse dimensions of faculty members’ perspectives on the integration of artificial intelligence into teaching evaluation practices. The results suggest that artificial intelligence functions not merely as an auxiliary tool but has the capacity to fundamentally reshape evaluation processes, contributing to improvements in instructional quality, educational equity, and faculty professional development. Nevertheless, the effective realization of these potentials in the Iranian context requires systematic capacity-building initiatives for faculty members, the development of appropriate technological infrastructure, supportive policy mechanisms, and the promotion of a conducive educational culture. By presenting empirical evidence, this study bridges the gap between theoretical discussions and practical implementation and provides valuable insights for future research and educational policymaking.