Academics' Experiences and Perceptions of ChatGPT in Nutrition and Dietetics Education: A Qualitative Study

Artificial intelligence tools such as ChatGPT are increasingly influencing health sciences education, prompting renewed attention to their pedagogical, ethical, and professional implications.

This qualitative study aimed to explore the experiences and perceptions of academics in nutrition and dietetics regarding the integration of ChatGPT into teaching, assessment, and clinical education.

This qualitative study involved in-depth interviews with 15 academics teaching nutrition and dietetics in Türkiye. Reflexive thematic analysis was used to analyze the data. The data were coded, and the codes were organized into themes and subthemes in MAXQDA (version 2020.2.2; VERBI Software, Berlin, Germany).

Five major themes were identified. Findings demonstrated a dual landscape: although ChatGPT enhanced efficiency in material preparation, instructional planning, and clinical idea generation, participants emphasized concerns about information accuracy, source reliability, limited personalization, and threats to academic integrity. Educators also highlighted the need for digital literacy training, ethical guidelines, and strong professional oversight to ensure safe and responsible use.

ChatGPT was perceived as a supportive but limited educational tool in nutrition and dietetics. Effective integration requires critical evaluation, ethical guidance, and continued human oversight to ensure safe and evidence-based educational practice.