Shaping the Future of Education: Exploring the Potential and Consequences of AI and ChatGPT in Educational Settings

Abstract

Over the last decade, technological advancements, especially artificial intelligence (AI), have significantly transformed educational practices. Recently, the development and adoption of Generative Pre-trained Transformers (GPT), particularly OpenAI’s ChatGPT, has sparked considerable interest. The unprecedented capabilities of these models, such as generating humanlike text and facilitating automated conversations, have broad implications in various sectors, including education and health. Despite their immense potential, concerns regarding their widespread use and opacity have been raised within the scientific community. ChatGPT, the latest version of the GPT series, has displayed remarkable proficiency, passed the US bar law exam, and amassed over a million subscribers shortly after its launch. However, its impact on the education sector has elicited mixed reactions, with some educators heralding it as a progressive step and others raising alarms over its potential to reduce analytical skills and promote misconduct. This paper aims to delve into these discussions, exploring the potential and problems associated with applying advanced AI models in education. It builds on extant literature and contributes to understanding how these technologies reshape educational norms in the “new AI gold rush” era.

Transnational higher education cultures and generative AI: a nominal group study for policy development in English medium instruction

“…This apprehension is in line with the wider debate in other education settings around assessment validity and integrity (e.g. Chan, 2023;Grassini, 2023;Rudolph et al, 2023), while others have addressed GenAI's potential benefits as a learning aid (e.g. Baidoo-Anu and Owusu Ansah, 2023;Escotet, 2023).…”

Converging perspectives: Assessing AI readiness and utilization in Philippine higher education

“…The average scores across all age groups exhibit a range of 2.03 to 2.19, suggesting that respondents, irrespective of their age, possess somewhat favorable attitudes about the influence of artificial intelligence on society. Based on the obtained results, it may be inferred that, on average, students have a generally favorable or at least neutral perception of the impact of artificial intelligence (AI) on society in the future (Grassini, 2023). The median scores for each age cohort exhibit a constant value of 2.00.…”

“…The observed disparities in degrees of awareness across various academic disciplines indicate a notable variety, with some disciplines demonstrating a higher degree of awareness while others exhibit comparably lower levels. This highlights the need to tailor AI education to align with certain academic degrees (Grassini, 2023). Moreover, the results indicate a deficiency in knowledge about artificial intelligence (AI) within the student cohort, as…”

“…Nevertheless, significant disparities in awareness exist depending on variables such as age, gender, academic level, and field of study. In order to promote AI literacy, it is imperative to customize educational initiatives to cater to the distinct requirements and degrees of awareness across diverse student cohorts, especially those with little familiarity with AI (Grassini, 2023).…”

An Investigation into ChatGPT’s Application for a Scientific Writing Assignment

“…32 In addition to teaching students to leverage ChatGPT for writing assignments, this study sheds light on the ethical considerations and challenges associated with the deployment of such technologies. The transformative nature of generative AI brings forth questions about its societal implications, 33 accuracy in generated content, 34 and the responsible integration of these models into real-world scenarios. 5 How can ChatGPT be effectively utilized as a writing tool?…”