Empowering learners with ChatGPT: insights from a systematic literature exploration
Open accessAbstract
With the rapid emergence of artificial intelligence (AI) tools in the academic realm, understanding their implications, advantages, and challenges becomes crucial. ChatGPT, a leading AI conversational model, has gained significant traction in educational settings, warranting a comprehensive investigation into its academic impact. This systematic review aimed to elucidate the current state of research regarding implementing ChatGPT in academic cultures, focusing on its applications, challenges, and potential in reshaping contemporary pedagogies. An exhaustive review of 32 peer-reviewed articles from 2023 encompassed categorizing diverse research fields, journals, and studies. The research then delved into the challenges, factors affecting its use, and the myriad opportunities ChatGPT offers within academic settings. An overwhelming 75% of the studies emphasized the relevance of ChatGPT and generative AI tools within higher education, underscoring its importance. Significant challenges identified included pedagogical integration (31.25%) and student engagement (15.63%). However, ChatGPT's potentially inefficient content creation (25.00%) and enhanced personalized learning (21.88%) presented promising avenues for reshaping educational experiences. Furthermore, the tool's adaptability in catering to diverse student needs and fostering collaborative environments was notable. ChatGPT emerges as a transformative force in academia, with vast potential to revolutionize pedagogical practices. Yet, academic institutions must address inherent challenges to harness their full capabilities. Future directions point towards a symbiotic integration, with AI complementing human educators to promote inclusive, dynamic learning.
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GenAI tools have the capabilities to personalize and adapt learning to fit students' different learning styles by tailoring instructional content.
“GenAI tools have the capabilities to personalize and adapt learning to fit students' different learning styles by tailoring instructional content.”
From Exploring the Role of Generative AI as a Research Assistant in Undergraduate Sociology Research Methods (2026) · cites this paper as Mohebi, 2024
This enables deeper student engagement with material, potentially fostering independent learning practices and improving educational outcomes.
“This enables deeper student engagement with material, potentially fostering independent learning practices and improving educational outcomes”
From Exploring the Role of Generative AI as a Research Assistant in Undergraduate Sociology Research Methods (2026) · cites this paper as Mohebi, 2024
This type of support reduces instructor workload related to grading, administrative tasks, and routine communications, allowing for more time for pedagogical innovation and face-to-face, comprehensive interactions with students.
“This type of support reduces instructor workload related to grading, administrative tasks, and routine communications (i.e., emails), allowing for more time for pedagogical innovation and face-to-face, comprehensive interactions with students”
From Exploring the Role of Generative AI as a Research Assistant in Undergraduate Sociology Research Methods (2026) · cites this paper as Mohebi, 2024
Section 4.5 describes more efficient content creation and delivery, and section 5.1 discusses curriculum design, but neither addresses reduced instructor workload from grading, administrative tasks, or emails. Searches for those tasks and for freed-up time for pedagogical innovation or face-to-face student interactions found no supporting passage in our copy. (LLM, conf=0.72)
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- Authors
- Mohebi, L.
- Affiliations
- Zayed University (AE)
- Corresponding author
- Mohebi, Laila
- ORCID
- Mohebi, Laila
- Venue
- Discover Education
- Published
- 2024-04-16
- Volume
- 3
- Issue
- 1
- ISSN
- 2731-5525 (ISSN-L)
- OpenAlex
- W4394856641
- Cited by
- 56
- References
- 26
- Citations by year
- 2026: 23 · 2025: 26 · 2024: 7
- FWCI
- 21.12
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- Discover Education (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Physical Sciences › Computer Science › Artificial Intelligence › AI in Service Interactions
- Keywords
- ChatGPT, generative AI in education, higher education, AI in teaching, student engagement, personalized learning, cooperative learning, AI-assisted content creation, AI adoption barriers, inclusive learning
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