The rise of generative artificial intelligence (GenAI) tools such as ChatGPT has generated significant discourse within the educational sector (Ng et al., 2024). Initially met with apprehension and outright bans by several institutions, these tools have gradually found a place in the academic ecosystem (Heaven, 2023). Their ability to generate well-structured text on a wide array of topics has raised both hopes and concerns among educators (Adiguzel et al., 2023; Illingworth, 2024). As educators tackle the integration of AI into teaching and learning processes, it is crucial to ensure that these tools enhance rather than hinder educational outcomes. This blog post explores the transformative potential of ChatGPT Edu in higher education, offering key lessons for educators to enhance educational outcomes.

The recent launch of ChatGPT Edu by OpenAI marks a significant breakthrough in integrating AI into higher education. It is a version of ChatGPT designed for universities to responsibly implement AI for students, faculty, researchers and campus operations. Some benefits include providing personalised tutoring for students, reviewing résumés by offering tailored feedback, assisting researchers in writing grant applications, and helping faculty with grading and feedback. ChatGPT Edu can transform higher education, but there needs to be a balanced approach to avoid overreliance, such as students using it for all their coursework. Educators must embrace these technologies to prepare students for a digitally advanced future.

‘ChatGPT Edu can transform higher education, but there needs to be a balanced approach to avoid overreliance, such as students using it for all their coursework.’

Below, I briefly lay out five key lessons for educators regarding the use of ChatGPT.

1. Critical evaluation of AI outputs

Teaching students to critically evaluate AI-generated content is crucial. The authoritative tone of AI outputs can falsely imply accuracy. Students must learn to cross-check AI information with primary sources and course materials (Bearman & Ajjawi, 2023). For instance, when using ChatGPT for essays, students should compare AI outputs with academic sources and adjust accordingly, enhancing analytical skills.

2. Integrating AI in curriculum design

Educators should assume students will use GenAI tools despite bans. Therefore, integrating AI into the curriculum is essential. This integration includes non-marked activities encouraging constructive AI use. For example, using AI to draft essay outlines, which students then review and refine (Chan, 2023).

3. Rethinking assessment strategies

Traditional assessments may not measure learning effectively with widespread AI use. Continuous assessment can provide a more accurate picture of learning progress. For instance, educators can use process-path mapping, a technique that tracks a student’s step-by-step progress through different stages of learning, such as moving from basic arithmetic to advanced problem-solving skills.

4. Bias awareness

AI tools like ChatGPT are trained on vast datasets that may contain inherent biases, such as cultural, historical or societal prejudices. Educators have a responsibility to teach students about these biases and how to identify them (Ivanov, 2023). For example, history students could use ChatGPT to generate a summary of an event and then critically analyse it for any biases or omissions.

5. Leveraging AI for personalised learning

AI tools can offer personalised learning tailored to individual student needs using this capability to provide targeted support. For example, AI can generate customised practice questions based on student performance, helping them focus on areas needing improvement.

Educational platforms such as Quizlet and Kahoot! have already integrated AI to tailor material to users’ needs. Such personalised methods can substantially enhance learning outcomes, especially in subjects where students struggle with the complex nature of the subject.

Preparing for the future of AI in education

The integration of AI in education is inevitable, especially with the launch of ChatGPT Edu, and its role in enhancing teaching and learning is expected to grow significantly. Joining forces with AI developers and policymakers can ensure that educational tools are designed with pedagogical principles in mind. This collaborative approach will help educators harness the full potential of AI while mitigating its risks.

References

Adiguzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionizing education with AI: Exploring the transformative potential of ChatGPT. Contemporary Educational Technology, 15(3), ep429. https://doi.org/10.30935/cedtech/13152

Bearman, M., & Ajjawi, R. (2023). Learning to work with the black box: Pedagogy for a world with artificial intelligence. British Journal of Educational Technology, 54(5), 1160–1173. https://doi.org/10.1111/bjet.13337

Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(38). https://doi.org/10.1186/s41239-023-00408-3

Davy, T., Ng, T. K., & Leung, J. K. L. (2024). Empowering student self‐regulated learning and science education through ChatGPT: A pioneering pilot study. British Journal of Educational Technology, 55(4), 1328–1353. https://doi.org/10.1111/bjet.13454

Heaven, W. D. (2023, April 6). ChatGPT is going to change education, not destroy it. MIT Technology Review. https://www.technologyreview.com/2023/04/06/1071059/chatgpt-change-not-destroy-education-openai/

Illingworth, S. (2024, May 14). Generative AI in academia: Friend or foe. Bera Blog. https://www.bera.ac.uk/blog/generative-ai-in-academia-friend-or-foe

Ivanov, S. (2023). The dark side of artificial intelligence in higher education. Service Industries Journal, 43(15–16), 1055–1082. https://doi.org/10.1080/02642069.2023.2258799