Studying IT educators’ satisfaction with using Microsoft Copilot Chat to perform professional tasks

This study aims to examine IT educators’ opinions on using Microsoft Copilot Chat for their professional tasks. The significance of this research lies in the increasing influence of generative AI technologies on learning and the necessity to evaluate their feasibility. The study employs an expert survey method based on a rating scale. 18 experts participated in it. The results indicate varying levels of satisfaction among experts with Microsoft Copilot Chat responses depending on the type of task. The highest-rated tasks were Trivia on a certain topic (4.67), unit test generation (4.50), optimise code (4.44), creating the content for slides on a certain topic (4.44), and creating a comparative table between different items (4.27).The tasks with the lowest ratings were creation of a logo for the conference (3.22), grading essays based on rubrics (3.17), identifying a logical fallacy in a particular article (3.00), convert the text in the image to a format that I can copy and paste (2.88), and creating a mind map to illustrate concepts (2.70).Therefore, using Microsoft Copilot Chat for these tasks with low ratings is not currently recommended. We used the SPSS Statistics suite to calculate Cronbach’s Alpha and Cronbach’s Alpha Based on Standardised Items. Based on the analysis of the experts’ responses, ratings were collected for each professional task for which a prompt was provided.The study’s practical significance lies in demonstrating to educators the capabilities of Microsoft Copilot Chat in performing their routine professional tasks. It has been particularly effective in several areas, including: administrative tasks (writing speeches, planning routes), assessment (developing tests, tasks for formative and summative assessment), communication (preparing information materials), lesson planning (generating ideas, creating graphic materials), programming assistance (explaining and optimising code), scientific activities (creating bibliographies, analysing articles), and others (e.g. playing intellectual games on the relevant topic). Future research opportunities are proposed, including the development of advanced training programs for IT educators on integrating AI into their professional practices and an examination of the effectiveness of these programs.