Received: 17 January 2024 | Revised: 27 February 2024 | Accepted: 19 March 2024 | Published online: 1 April 2024

International Journal of Changes in Education

REVIEW 2024, Vol. 1(2) 103–111
DOI: 10.47852/bonviewIJCE42022489

Generative Artificial Intelligence in Higher

Education: Exploring Ways of Harnessing
Pedagogical Practices with the Assistance of
ChatGPT
Kleopatra Nikolopoulou1,*
1
Department of Early Childhood Education, National and Kapodistrian University of Athens, Greece

Abstract: There is a growing interest in using generative artificial intelligence (AI) for educational purposes within the higher education
environments, while AI applications (such as ChatGPT) can transform traditional teaching and learning methods. ChatGPT is an
advanced AI tool that generates new content and human-like responses. The purpose of this paper is to use ChatGPT as a research
assistant in order to explore ways AI can be harnessed to enhance pedagogical practices in higher education. This is a qualitative
study, in which the output and responses generated by ChatGPT provided a starting point for the investigation. AI can be harnessed
to enhance pedagogical practices in higher education in various ways including personalized learning, automated assessment and
feedback generation, virtual assistants and chatbots, content creation, resource recommendation, time management, language
translation and support, research assistance, simulations, and virtual labs. Other educational affordances that can strengthen the
teaching and learning experience regard collaboration and communication, accessibility and inclusivity, as well as AI literacy. When
implementing AI tools such as ChatGPT in higher education, ethical considerations (e.g., data privacy, transparency, accessibility,
cultural sensitivity), potential misuses, and concerns need to also be addressed. Although ChatGPT can aid the generation of content
and ideas for further exploration, it is a complementary-supportive tool, and its output necessitates human evaluation and review.
The integration of ChatGPT and other AI tools in the higher educational process/practices has implications for educators, students,
design of curricula, and university policy makers.
Keywords: Artificial Intelligence, higher education, ChatGPT, research assistant, affordances, pedagogical practices, chatbot

1. Introduction the educational and social as much as the technical aspects, has also
been reported [1, 12].
Generative artificial intelligence (AI) in education is an emerging ChatGPT is an advanced AI chatbot, which was launched in
field in educational technology [1–3]. Its potential affordances in higher November 2022, and since then it is fast-growing and has attracted
education include the facilitation of personalized learning, practicing wide interest and discussion in higher education [13–16]. It emerges
language skills [4, 5], the opportunity for students to simplify the as a dominant generative AI tool [7], and it seems to be the first
learning process, its usability as an assistant of students’ academic among the new AI tools that will make necessary to rethink the
activities/assignments, and the personalized feedback [6]. Different educational process [17]. ChatGPT can generate new content and
AI educational applications include personalized learning systems, human-like responses, and it has displayed remarkable proficiency
intelligent tutoring systems, natural language processing, assessment [18]. It is associated with various positive aspects such as
automation, technology-based learning platforms, and teacher– personalized/adaptive learning experience, editing, abstracting,
student collaboration [4, 7–9]. AI applications have the potential to language translation, research aid, generating literature, as well as
transform traditional teaching and learning methods, since they grading and assessment [19, 20]. With regard to ChatGPT’s function
include personalized instruction, student support and instant as a research assistant, studies reported on the benefits and advantages
feedback, automated grading and assessment, course programs, and associated with it, i.e., as an assistant/aid in conducting literature
content development [4, 8]. Recent reviews of AI in higher reviews, refining research questions, producing concise abstracts,
education report an increasing interest in its use for educational finding relevant academic sources, and summarizing research papers
purposes within the academic community [1, 10, 11]. The need to [20, 21]. In parallel, challenges and concerns regarding AI and
investigate further the role of AI in higher education, by prioritizing ChatGPT in higher education include cheating in assignments,
overreliance on the AI tools such as ChatGPT [6], ethical and privacy
*Corresponding author: Kleopatra Nikolopoulou, Department of Early concerns [4, 22], as well as uncertainty/anxiety among students about
Childhood Education, National and Kapodistrian University of Athens, Greece. their future careers [23]. Indicatively, concerns related to the use of
Email: [email protected]

© The Author(s) 2024. Published by BON VIEW PUBLISHING PTE. LTD. This is an open access article under the CC BY License (https://creativecommons.org/
licenses/by/4.0/).

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ChatGPT regard reliability and accuracy of the information, potential contexts. It can be used for a variety of natural language
biases in the data, and academic integrity [4, 20]. processing tasks, including answering questions, generating
The purpose of this paper is to explore ways that generative AI creative content, assisting with language-based tasks, and
can be harnessed to enhance pedagogical practices in higher engaging in interactive conversations with users” (output of query
education (potential affordances), via using ChatGPT as a research “What is ChatGPT?”, on 11-11-2023). A few studies indicated
assistant tool. Although applying/utilizing AI in higher education that ChatGPT has been used as a research assistant tool to support
is not new [3, 24], ChatGPT was introduced at the end of 2022. creation and generation of ideas and content [29–31], rephrase
This study also considered the research gap reported in a recent paragraphs and find references [32], and assist in qualitative
review [1], which indicated that little research was done on how research [33] or technological research [34]. In parallel to the
AI can assist tutors in their roles in higher education. This study benefits/strengths reported, all studies mentioned the need for its
contributes to the ongoing debate on the potential of AI in higher ethical, cautious, and responsible use. Indicatively, Hsu [29] used
education and on the role of ChatGPT as a research assistant tool. ChatGPT as assistance in research idea generation and design. He
It aims to be of international interest because AI is a field under reported on its usefulness in the research process, by also
investigation, and it is expected to affect educational practices in highlighting the role of critical thinking for the evaluation of the
higher education settings. It is noted that in this paper the focus is output produced by ChatGPT. Experimenting with ChatGPT as a
on generative AI and on ChatGPT, and the terms “Generative AI” research assistant tool is a novelty, possibly opening new
and “AI” are used synonymously. Generative AI is used to possibilities for research investigation. The potential of ChatGPT
describe models “that generate new content, such as text, images, to assist and support the research process is mentioned in sub-
or music, from their trained parameters : : : Generative AI, such as Section 3.6.
ChatGPT, is trained across Internet resources, published texts, and In order to explore the main ways AI can be harnessed to enhance
images to generate responses to user-provided prompts in a pedagogical practices in higher education, ChatGPT was interviewed
variety of conversational or academic styles, including journal and the following prompts/queries were submitted (on 15-12-2023):
papers, academic presentations, and various other formats” [25]. How can AI be harnessed to enhance pedagogical practices in
ChatGPT (Chat Generative Pre-Trained Transformer) is a large higher education? What are the educational affordances of AI in
language model, introduced by OpenAI as a new version of higher education? How can AI assist university tutors? How can AI
chatbot. It is designed to mimic human conversation through text/ assist university students?
audio, generating natural language responses to human input in a The output generated and produced by ChatGPT (based on the
conversational format [26]. ChatGPT is trained on large amounts queries submitted and posed) was reviewed and evaluated by the
of data from different sources and may be utilized as facilitator to author, in order to create main categories on how AI can be
produce ideas and give suggestions [13]. The following sections harnessed to enhance pedagogical practices in higher education.
of the paper regard: Section 2 indicates the methodology, Section Afterwards, each category was explored for indicative recent
3 discusses the ways AI can be harnessed to enhance pedagogical studies (year 2023), via Google Scholar, searching with the
practices in higher education, while Sections 4 and 5 regard the category’s main keywords in combination with “artificial
discussion and conclusion, respectively. intelligence” and “higher education”. Next section presents the
main ways AI can be harnessed to enhance pedagogical practices
2. Methods and Methodology in higher education.

2.1. Research objectives 3. Ways Generative AI Can Be Harnessed to

Enhance Pedagogical Practices in Higher Education
(1) To explore ways AI can be harnessed to enhance pedagogical 3.1. Personalized learning
practices in higher education.
(2) To use ChatGPT as a research assistant tool, for the aforementioned AI (AI-powered adaptive learning platforms) can analyze
investigation. students’ learning patterns and adapt course content to their
individual needs. This personalization has the potential to aid
2.2. Approach used students learn at their own pace (according, for example, to their
interests and learning styles), receive personalized support, and
A qualitative approach was used, by interviewing ChatGPT. increase engagement [19, 35, 36]. In this way, students’ strengths
Due to the novelty of the subject, there is still a small number of and weaknesses can be addressed, and learning experiences may be
studies which applied and employed ChatGPT as an interviewee optimized. Teachers could guide students to use AI models like
instead of a human subject [27, 28]. For example, Iskender [27] ChatGPT for extra help/support. ChatGPT can provide personalized
asked questions in the field of tourism industry and education and assistance to students, as it can adjust explanations, and feedback to
reported that his study originality lies in using ChatGPT as an students’ progress and preferences. AI can also provide personalized
interviewee. Another study [28] interviewed ChatGPT in order to recommendations for improvement, by recommending additional
test its creativity in psychology, and the researcher reported that resources, or study materials tailored to individual student needs. A
the output was similar in quality to that generated by human recent review highlighted the need for future work on different
experts in certain fields. GPT-3.5 is one of the most advanced means to support personalized learning with AI, as well as
large language models [17]. According to GPT-3.5 (2023, pedagogical issues, and the role of teachers [37]. Intelligent tutoring
November 11) “ChatGPT is a conversational artificial intelligence systems are among the most effective tools for personalizing
(AI) model developed by OpenAI : : : ChatGPT is designed for instruction; the growth of this personalization is currently taking
natural language understanding and generation in conversational place as education researchers experiment with new models of

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learning [26]. The potential of AI to affect the way educators provide 3.4. Content creation, resource recommendation,
support or personalized learning (with the possibility to improve student and time management
outcomes) is an ongoing research issue. There is need for research-
based evidence because many studies report claims regarding Educators can be assisted by AI in creating educational content/
potential affordances of AI. material that will possibly facilitate student engagement (e.g., creating
test questions, summarizing texts, generating quizzes, or suggesting
3.2. Automated assessment and feedback relevant resources). AI chatbots can create conversational content in
generation real-time, and apart from written content it can assist in generating
images and videos. Generation of educational content can save
AI-powered systems can help with the automated grading of educators time and also provide additional resources for students.
assignments, quizzes, and tests, thus saving tutors time and Indicatively, ChatGPT can generate practice questions, and mock
ensuring consistency in grading. For example, ChatGPT can exams to help students prepare for assessments. AI models which can
automate the grading of tests, providing quick feedback to generate diverse content have brought innovation in different domains
students and freeing up tutors to focus on more in-depth and such as natural language processing, creative arts, and computer vision
personalized feedback/assessments. AI can create adaptive [45]. AI sophisticated models which can generate coherent and
assessments that adjust difficulty based on a student’s responses grammatically sound text are changing the area of human–machine
and also provide instant feedback to students (highlighting their interaction, providing various possibilities for practical applications
strengths or areas that need improvement). Analysis of student such as drafting emails or personal assistants [45].
feedback (by providing insights for continuous improvement of AI can recommend relevant research papers, textbooks, and online
course content) is also a function of AI. A systematic review [1] resources to both students and tutors to support their learning and
indicated that AI was used for assessment/evaluation, while teaching efforts. AI applications can analyze students’ schedules,
automatic assessment (marking of questions, grading thesis workload, and learning habits to provide personalized
statements, essay grading, etc.) was the most common. Automated recommendations for effective study plans and time management.
assessment may facilitate students to engage in self-regulated This can help students balance their academic responsibilities and
learning, in both face-to-face and blended learning educational avoid burnout. The use of AI for managing student learning was
contexts [38]. A recent review [39] suggests that higher education reported by Crompton and Burke [1]. Among others, the researchers
institutions may embrace AI tools within the assessment process. reported on identification of learning patterns, curriculum
Implementing AI in assessment was associated with more robust sequencing, instructional design, student management, and provision
assessment methods and increased educators’ engagement levels of information and organization.
[40]. Evaluating the impact of AI on teaching and learning
outcomes requires careful consideration of various metrics and 3.5. Language translation and support
methodologies. Potential metrics and methodologies may include
student performance metrics (possible changes in pre- and post- Students can practice language skills via, for example,
test scores, completion of courses), monitoring student AI-powered chatbots that can answer their questions [4]. Language
engagement levels (when engaged in AI-aided activities), as well learning apps and translation tools (powered by AI) can assist
as measuring learners’ perceptions and satisfaction. These issues students and educators in overcoming language obstacles. By
are suggested to be explored in future research. providing real-time language translation into other languages,
education can become more accessible to a diverse range of students
(e.g., international students). Chatbots can be useful complementary
3.3. Virtual assistants and chatbots resources that can address language barriers and cultural differences,
although these cannot replace the expertise/guidance of human tutors
AI-driven virtual assistants can help students and faculty with [46]. Indicatively, ChatGPT can support students learning a new
routine administrative tasks, answer questions, and provide language by offering vocabulary, grammar, and pronunciation
information about courses, schedules, and campus services. An AI guidance/feedback, as well as conversation practice exercises [47]. In
assistant is also called virtual assistant, virtual agent, intelligent these ways, language skills can be practiced and improved,
agent/tutor, or intelligent helper [1]. A virtual assistant may provide (hopefully) leading to more engaging learning. Students and teachers
technical support such as help with information retrieval or may also be supported with language-related tasks, such as
assistance in gathering citations [41]. Intelligent conversational proofreading and language translation (which is helpful in
chatbots enable students to interact online (e.g., in blended/online multilingual educational settings).
context), and tutors to create and manage their courses using
generative AI tools [42]. Chatbots can address students’ questions, 3.6. Research assistance
provide information regarding courses and programs, and aid
students with institutional services/resources, thus facilitating student AI-powered tools can assist tutors and students in literature
support and engagement [43]. AI-driven chatbots can assist students review, data analysis, summary of readings, and identification of
and faculty with inquiries, information, and administrative tasks. relevant research trends/patterns (procedures particularly beneficial
Being available 24 h, during all days of the week, they can support for academic research). The benefits of using AI tools in research
students by, for example, replying to their questions, generating include text generation (saving effort and time for researchers, thus
information about course schedules, assignments, and even offering enabling them to focus on other aspects of their projects), literature
guidance on administrative matters. For example, ChatGPT provides review assistance (processing huge amounts of data quickly), data
students with immediate access to information and assistance, while analysis and interpretation, as well as peer review assistance [48].
it can be utilized as a virtual instructor for students (e.g., to aid With a huge amount of data and knowledge, AI technologies are
collaboration and answer questions) [44]. capable of quickly and effectively processing large amounts of data,

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thus helping researchers stay up-to-date with the latest research trends standards of persons with disability [54]. Increased accessibility can
[41]. For instance, ChatGPT can support and enrich students’ and aid students with different learning needs, making educational
researchers’ research activities [49] such as summarizing text or content more accessible and inclusive. For example, ChatGPT can
research papers, suggesting improvement of language, generating assist students with disabilities by providing alternative formats for
outlines/ideas, suggesting keywords, refining research questions, and content such as text-to-speech or speech-to-text capabilities/
finding relevant academic sources. Bibi and Atta [50] explored the functions. Students with learning disabilities, as well as non-native
role of ChatGPT as a writing assistant and suggested that future speakers of national languages will benefit most from natural
research could investigate students’ ability to utilize it as an aid in language models [19].
writing and research. Inclusive learning environments can open the way for academic
success among students with disabilities, but ethical concerns and
3.7. Simulations and virtual labs challenges (data privacy, algorithmic bias, etc.) should be carefully
addressed to fully harness the potential of AI tools [55].
AI can be used to create interactive simulations and virtual reality Indicatively, biases in the data AI systems are trained, might
to make learning experiences more engaging and immersive. Such disadvantage certain groups, and bring inequalities. Or the digital
experiences are personalized, since these can be in accordance with divide may be widened if students lack access to the
individual student’s learning styles/preferences, and associated with AI-powered educational technology tools.
customized feedback and support (to enhance student learning
outcomes). Universities can harness virtual reality and simulation 3.10. (Other areas of) Teaching and learning
technologies to engage students in interactive and immersive support
learning experiences; such approaches enable students to be actively
engaged in real-world scenarios, in order to deepen their Integration of generative AI in higher educational practices was
comprehension and engagement [43]. This can be particularly found to improve teaching efficiency, and it also saved time for
beneficial in subjects that involve experimentation or scenarios that preparation and feedback provision in assignments [56]. Indicative
are challenging to replicate in a traditional classroom setting. For areas of support for teachers include assistance in preparing course
example, AI-powered simulations and virtual laboratories enable materials, generating content, answering student questions, making
students to gain practical experience in fields like science and decisions to improve curriculum teaching methods, and student
engineering without the need for physical resources (various skills support services (by processing large amounts of data). For example,
such as problem-solving skills can be practiced in a safe and ChatGPT has the potential to assist educators by generating course
controlled environment). Indicatively, ChatGPT can simulate materials or providing suggestions [44]. Virtual teaching assistants and
laboratory experiments, allowing students to practice and learn ChatGPT can aid routine administrative tasks/processes such as course
scientific concepts in a virtual environment. scheduling, resource allocation, managing student records, or
calendars. Such tasks may help teachers stay organized and focused
3.8. Collaboration and communication on teaching. Since AI can handle routine tasks, educators could focus
more on the pedagogical aspects of teaching.
AI tools can facilitate collaboration among students and faculty For students, AI-powered tutoring systems can provide instant
through chat, video conferencing, and collaborative document editing, feedback or additional resources, recommend relevant courses, and
making it easier to work together on projects and assignments. Using learning activities. For example, ChatGPT (which is available at any
AI tools, researchers can be facilitated to cooperate with colleagues time) can aid and support students in completing assignments,
toward common goals, and as a consequence academic research can improving their writing skills, structuring essays, or assisting with
be enhanced [43]. Students can use ChatGPT to facilitate collaborative citations/references. Distance learning support is also relevant (e.g., by
discussions, brainstorming sessions, and work on group projects and tracking student progress). Finally, learning analytics and predictive
assignments. A review indicated the possibilities of AI in collaborative analytics are potential areas for enhancement of educational practices
learning, in face-to-face and computer-mediated interactions, and also in higher education [57]. Learning analytics regard analysis of large
highlighted the development of communicative, collaborative, and sets of data to identify patterns, trends, and areas for improvement;
cognitive skills [51]. AI was also shown to give students an this information can be used by educators to enhance their teaching
opportunity to easily access available communication training [52]. methods. With regard to predictive analytics, AI may aid in
Others explored the affordances of AI for socially shared regulation in identifying students at risk so as educators could intervene on time [57].
learning, highlighting the potential for human–AI collaboration
(integration of human and AI strengths via hybrid intelligence) [53]. 4. Discussion
Opportunities for human–machine AI-mediated interactions are, in
particular, associated with online education; this mode was accelerated This paper explored ways AI can be harnessed to enhance
in higher education context after the recent pandemic [12]. pedagogical practices in higher education, and in this investigation
ChatGPT was utilized as a research assistant tool. The output and
3.9. Accessibility and inclusivity responses generated by ChatGPT (based on the questions posed to
ChatGPT) provided a starting point for the subsequent investigation,
AI has the potential to address issues of inclusivity and equity in thus facilitating the research procedure. The content created by
education, depending on the way of design and implementation. The ChatGPT was trustworthy, while there was some overlap among the
characteristic of personalized learning allows for more inclusive output generated after the prompts. The output was evaluated,
education (e.g., on the basis of students’ capabilities or styles). explored via recent studies, and finalized by the author (see
AI-powered platforms that offer online courses could be utilized by Section 3). In line with recent research, it was shown that AI can be
students with limited access to traditional higher educational harnessed to enhance pedagogical practices in higher education in
institutions, and language translation tools enable accessing materials various ways including personalized learning [35–37], automated
in students’ native languages. AI has helped in improving the living assessment and feedback generation [1, 40], virtual assistants and

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chatbots [1, 41], content creation [45], language translation and support education post-pandemic [61] need to be explored in future
[4], research assistance, simulations, and virtual labs [43]. Additionally, research. For example, Hutson et al. [62] stress the potential of AI
educational affordances that have the potential to enhance the teaching tools such as ChatGPT to support the writing process in the
and learning experience for educators and students regard collaboration context of blended pedagogical practices.
and communication [43], resource recommendation, time management,
and accessibility [1]. It is noted that there may be an interrelation among
elements of the aforementioned ways. For example, resource 4.2. Implications: Technological literacy and
recommendation is associated with the tool’s function/role as an training
assistant to support students and teachers in the educational process.
AI tools have significant potential to empower educators and provide The integration of ChatGPT and other generative AI tools in the
support so as to facilitate informed decisions about student learning. educational process has implications for educators, students, design of
Since several studies report claims regarding the potential curricula, and university policy. In order to effectively implement AI
affordances of AI, there is a need for more research-based evidence tools into pedagogical practices, training and support are needed.
that measures the effectiveness of AI tools in enhancing pedagogical Recent studies stressed the necessity for students’ understanding of
practices. generative AI as an essential component of digital literacy [63].
In this study, the utilization of ChatGPT as research assistant Appropriate training and support will enable and empower students
supported the research process, while its output was validated and and educators to overcome technological barriers, understand the
reviewed by the author. ChatGPT has the potential for innovating functionalities of the tools, interpret the generated responses, harness
the educational process in higher education [13], opening up new AI’s affordances, and ensure ethical usage. Training programs/
directions for future research. However, it is useful to be utilized workshops could focus on improving students’ and educators’ AI
in association with human guidance, while the output generated literacy, so as to use with confidence AI tools. AI literacy skills
necessitates human evaluation. AI tools such as ChatGPT are include critical thinking (e.g., understanding limitations and biases),
complementary tools to support the educational practices in higher problem-solving (e.g., applying AI techniques to solve real
education but not to replace human tutors. ChatGPT’s output problems), and communication skills.
necessitates the researcher’s evaluation and personal judgment (in Educators’ training (professional development), including both
order to avoid potential inaccurate or misleading information). pedagogical and technical dimensions, is essential to harness the full
Researchers/teachers/students should not be fully dependent on potential and power of generative AI tools such as ChatGPT.
AI-generated text and, in particular, when the content is outside Educators could act as guides, capable of incorporating AI into
one’s expertise. their teaching practices and also guiding students on responsible
and ethical AI use [64]; dilemmas such as data privacy,
4.1. Ethical considerations plagiarism, and transparency need to be addressed. Educators can
motivate university students to utilize ChatGPT, emphasizing the
In the context of implementing generative AI tools like ChatGPT critical analysis of the generated content and output (to facilitate
in (higher) educational settings, it is crucial to address ethical understanding of both strengths and limitations of this new tool).
considerations/issues, potential misuses, concerns, and risks. Ethical AI tools can improve efficiency but cannot replace human
concerns regard data privacy, bias in AI algorithms, transparency, expertise, while in tasks such as scientific writing ethical
accessibility, cultural sensitivity, and possible impact on students’ considerations [48] need to be considered.
critical thinking and creativity. Limitations are associated with ChatGPT literacy training among students could support
biases or misleading information (depending on the training data), academic writing. ChatGPT represents a significant opportunity for
false results, and lack of transparency on how data are selected/ higher education for the improvement of educational quality and/or
analyzed [58]. For instance, Cao et al. [59] reported that ChatGPT accessibility, but its usage should be carefully approached,
exhibits a strong alignment with American culture, while it adapts considering both the opportunities and the challenges involved
less effectively to other cultural environments. [65]. Researchers [66] discussed the potential of ChatGPT (as well
Using ChatGPT as a research aid in this study was associated with as of other AI chatbots) for educational transformation, pointing
certain limitations. It does not have access to the broader internet and out the need for its responsible and safe adoption. Technological
missed the most recent scientific publications and/or developments literacy and student training constitute a necessity. Indicatively, as
(access to latest studies is essential when conducting scientific recent advancements have improved the quality and realism of AI-
research). It is emphasized that while ChatGPT can be a valuable generated photos, videos, and voice cloning [67], students need to
tool, it should complement rather than replace the researcher’s role be aware of new AI capabilities in images, video, etc.
and expertise. Indicatively, educational-related risks associated with Curricula should be carefully designed to encourage higher order
using ChatGPT include incredible, inaccurate, inappropriate output- cognitive skills such as critical thinking, creativity, and problem-
content, privileging AI-generated text over human-generated text, solving. Integration of AI tools such as ChatGPT in curricula could
giving personal data and sensitive information, or widening the be supportive, and overreliance on such tools should be avoided. A
digital divide [17]. Concerns associated with academic integrity, balance between utilizing AI tools as aids and keeping the integrity
cheating, and plagiarism have also been reported [6, 39]. The easy of human learning experiences is essential [68]. Ethical concerns
access to automatically generated content may be considered as may necessitate re-designing curricula in different academic fields.
threat [45], while a main issue of the current debate regarding AI in New curricula could explore the issues of ethics and bias associated
education is the concern for its potential misuse [18]. A systematic with AI tools.
review on large language models in education [60] identified It is suggested that universities provide guidelines and regulations to
practical and ethical challenges including low technological ensure ethical and responsible use of AI tools; in order to make advantage
readiness, lack of transparency, and inadequate privacy. of the affordances, in alignment with educational goals and values, and
Ethical and educational approaches [3, 43], as well as the minimize the limitations. Stakeholders (administrators, policy makers,
influence of AI emerging technologies on blended/online higher educators) should cooperate in formulating ethical guidelines.

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Assessment methods in higher education could be modified to avoid 5. Conclusion

plagiarism. Such methods necessitate to evaluate higher order skills
rather than merely technical knowledge. Universities could provide This study indicated that AI can be harnessed in various ways to
ongoing training because the technology develops rapidly, and enhance pedagogical practices in higher education, and that
updating skills and knowledge become a necessity. Staff and student ChatGPT (a major AI tool) can aid the generation of content and
training in ethical issues and potential risks (e.g., privacy issues, ideas for further investigation. ChatGPT is a useful research
plagiarism, generating unreliable/inaccurate information) will raise assistant tool that aids educators and students in the research
awareness of AI limitations. process. However, human supervision, expertise, and engagement
It is suggested that higher education institutions collaborate are essential. This study contributes to the ongoing debate on the
with AI designers to create systems that align with pedagogical role of ChatGPT as a research assistant in higher education (it
principles and educational goals. Policy implications include may be useful for researchers, students, and teachers). ChatGPT
flexible and adaptable curricula, professional development can be a valuable resource, but it should be used as a
opportunities for educators, integration of AI ethics courses in the complementary-supportive tool to assist and enhance higher
curriculum, continuous learning for students, and support of their education (traditional) pedagogical practices, without replacing
self-directed learning [69]. human educators. Its limitations need to be explored in order to
The latest phase of digital transformation in higher education balance researchers’/tutors’/students’ experiences. Potential risks,
(2020s) is the integration of AI, which has the potential to misuses, and concerns need to also be addressed. Such issues
revolutionize higher education by providing, for example, personalized include incredible/inaccurate output, ethical considerations,
feedback to students, automating administrative tasks, and improving potential bias, academic integrity, and widening of the digital
the quality of education [43]. AI integration together with other divide. The implementation of generative AI tools such as
practices such as mobile learning holds the potential to strengthen ChatGPT in higher education has implications for educators,
university digitalization, hopefully leading toward more sustainable students, design of curricula, and university policy. Appropriate
education [70]. Future research could investigate the most effective training will facilitate thoughtful implementation of AI in higher
and sustainable ways, implemented by higher education institutions, to education settings.
harness the full potential of AI tools. Research by Chiu [2] suggests As the AI field continues to evolve rapidly, responsible
that future higher education should be transformed in order that implementation of AI tools makes it necessary to understand both
students and educators are trained in learning and teaching with potential advantages and misuses/risks. The effect of AI on higher
generative AI, and develop and enhance AI literacy skills. education continues to unfold, with its potential to transform
teaching and learning. Integrating AI in higher education practices
4.3. Limitations and future research should be done thoughtfully in conjunction with human educators
(they bring unique expertise/qualities to the educational experience
Regarding the limitations of this study, initially, the queries such as understanding of student needs, empathy, and mentorship).
submitted to ChatGPT did not identify the specific context of AI in This process will aid to maximize the affordances, while also
terms of, for example, education mode (face-to-face, online, blended addressing ethical issues and concerns. It becomes essential to
mode) or discipline (field of study). Since the pandemic accelerated explore further ethical and educational approaches. It is crucial to
the digitalization of higher education, and blended/online education maintain a balance between technology and human actions in order
is on the rise [70], it is suggested to investigate AI affordances to foster an engaging learning environment. Identification of the
within different education modes. For instance, Dogan et al. [71] ways AI can be harnessed to support/enhance educational practices
reviewed AI affordances and uses in online education environments. in higher education constitutes an open research issue. Ongoing
It is also suggested to explore AI’s affordances, possibilities, and research continues to explore pedagogical practices with AI in higher
limitations within specific academic subjects. Indicatively, Liang education, teachers’ (new) roles, as well as the evolving nature of AI
et al. [47] reviewed the potential of AI in the field of language implementation in formal educational settings.
education, while others indicated that engineering, computer
sciences, and language education arise as popular application areas Ethical Statement
of AI in higher education [1, 7, 61].
This study does not contain any studies with human or animal
Another limitation of this study is that ChatGPT can only provide
subjects performed by the author.
information up to a specific date, because it does not access real-time and
latest data/information. Additionally, the output generated by ChatGPT
was reviewed and evaluated only by the author of this paper. Since the
Conflicts of Interest
author’s prior knowledge has influenced the evaluation and utilization of The author declares that she has no conflicts of interest to this
the output (outstanding recent studies in the field may have been missed), work.
the advice of specialists would add value in future relevant explorations.
This study did not investigate specific case studies or examples of how Data Availability Statement
ChatGPT has been used in higher education settings, and it is suggested
as an issue for future research. Data sharing is not applicable to this article as no new data were
Future research could explore long-term implications of integrating created or analyzed in this study.
AI into higher education practices. Since many studies include claims,
future research is useful to be, predominantly, evidence-based. References
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