Abstract:

This paper presents an in-depth analysis of the integration of ChatGPT in educational settings. Leveraging a mixed-methods approach comprising a meta-analysis and exploratory interviews with educators and university students, this paper examines the challenges, potentials, and ethical implications associated with using ChatGPT, in particular, and chatbots, in general, in higher education.

The findings reveal a merging of perspectives between the meta-analysis and the interviews, highlighting core challenges such as a decline in skills development, concerns over data privacy and security, and ethical dilemmas surrounding bias and fairness in education, among other far-reaching implications of digital technologies. Furthermore, we identify potential benefits, including support for both educators and students in teaching, learning, and research endeavours.

Ethical considerations emerge as a central theme, with discussions revolving around access to technology, biases inherent in training data, and the implications of algorithmic decision making on educational equity. The analysis underscores the importance of establishing overarching standards and regulations to address these challenges and promote the responsible use of chatbots in higher education.

This paper contributes to ongoing dialogues and efforts on integrating artificial intelligence in educational settings, thereby providing informed insights for policymakers, educators, and researchers who strive to navigate the evolving landscape of technology-enhanced learning.

Keywords:

AI, chatbots, digital education, digital ethics, higher education, new technologies.