The opportunities and challenges of ChatGPT in education
Abstract
The launch of OpenAI ChatGPT's language-generation model has raised alarms within many sectors, especially the academic sector. Several academicians have urged universities to develop new forms of assessment after the launch of ChatGPT, which solves academic questions in less than a few minutes. Academic cheating is not a new phenomenon, and the use of AI-generated text to cheat on assignments is a new type of cheating that poses unique challenges. This study used the Latent Dirichlet Allocation (LDA) method for topic modeling and the Valence Aware Dictionary for Sentiment Reasoning (VADER) method for sentiment analysis. After data preprocessing, 3870 tweets were still available out of the originally 10,000 tweets that were extracted for the study. The VADER sentiment analysis results revealed that 2013 tweets were categorized as “positive,” with the remaining 804 and 1053 tweets categorized as “negative” and “neutral.” The analysis's findings indicate that the majority of people have favorable things to say about ChatGPT. As a result, educational institutions can mitigate the disruptive effects of this technology and promote academic integrity by developing clear policies and guidelines and designing assessments that include limited AI-generated text.
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Faculty, students, and institutions face uncertainty and anxiety surrounding the role of GenAI in teaching and learning, as it is uncertain to what extent they should embrace or restrict GenAI in educational contexts.
“Faculty, students, and institutions all face uncertainty and anxiety surrounding the role of GenAI in teaching and learning, as it is uncertain to what extent they should embrace or restrict the use of GenAI in educational contexts [2].”
From Understanding the Practices, Perceptions, and (Dis)Trust of Generative AI among Instructors: A Mixed-methods Study in the U.S. Higher Education (2025) · cites this paper as [2]
Fifty-four percent of the reviewed articles highlighted that the emergence of GenAI presented a significant challenge to student academic integrity.
“Fifty-four percent of the reviewed articles highlighted that the emergence of GenAI presented a significant challenge to student academic integrity (Adeshola & Adepoju, 2023; Alexander et al., 2023; Chaudhry et al., 2023; Chan, 2023; Dai et al., 2023; Elsayed, 2023; Geerling et al., 2023; Kang, 2023; Nikolic et al., 2023; Ouh et al., 2023; Overono & Ditta, 2023; Perkins, 2023; Smolansky et al., 2”
From A Scoping Review on How Generative Artificial Intelligence Transforms Assessment in Higher Education (2024) · cites this paper as Adeshola & Adepoju, 2023
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Driessens, O., & Pischetola, M. (2024) · MedieKultur: Journal of media and communication research · doi:10.7146/mk.v40i76.143595 · Cited by 25 · see citing works
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Sun, J., Wu, Q., Ma, Z., Zheng, W., & Hu, Y. (2025) · Educational Technology Research and Development · doi:10.1007/s11423-025-10495-w · Cited by 33 · see citing works
“Currently, more and more people call for incorporating GAI into higher education (Adeshola & Adepoju, 2023; Campbell & Fraw-ley, 2024).”
Correcting Students' Misconceptions in Physics Using Experiments Designed by ChatGPT
Kotsis, K. Τ. (2024) · European Journal of Contemporary Education and E-Learning · doi:10.59324/ejceel.2024.2(2).07 · Cited by 25 · see citing works
“Using ChatGPT in education creates new opportunities for meaningful learning experiences for students, going beyond standard classroom teaching (Adeshola & Adepoju, 2023).”
BackgroundPhysicsAssistant: An LLM-Powered Interactive Learning Robot for Physics Lab Investigations
Latif, E., Parasuraman, R. N., & Zhaı, X. (2024) · IEEE RO-MAN · doi:10.1109/ro-man60168.2024.10731312 · Cited by 24 · see citing works
“Engaging students with the physics theoretical underpinnings and labs is critical, yet often hindered by the abstract nature of the procedures [1].”
BackgroundSpennemann, D. H. R. (2025) · Publications · doi:10.3390/publications13010012 · Cited by 23 · see citing works
Gao, Y., Zhai, X.-M., Li, M., Lee, G., & Liu, X.-X. (2025) · Journal of Research in Science Teaching · doi:10.1002/tea.70009 · Cited by 22 · see citing works
ChatGPT risks in academia: Examining university educators’ challenges in Jordan
Gammoh, L. A. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13009-y · Cited by 28 · see citing works
“Studies by Adeshola and Adepoju (2023), Hatzius (2023), and Zhai (2022) emphasize worries about job displacement or reduced demand for human instructors due to AI’s capabilities.”
InfluentialUNESCO's AI Competency Framework
Mutawa, A. M., & Sruthi, S. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-0884-4.ch004 · Cited by 24 · see citing works
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“The recent advent of AI capable of generating images has particularly ignited a vibrant discussion about its practical utility and implications in education (Adeshola and Adepoju 2023; Bahroun et al. 2023; X. Chen et al. 2020a, b; Yigitcanlar et al. 2020).”
ChatGPT early usage among students: A global evidence of determinants
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“Also, the uniqueness of ChatGPT stems from its output quality (Lambert & Stevens, 2024), being freely available and easy to use for users from different levels of digital competence (Adeshola & Adepoju, 2024).”
Li, B., Wang, C., Bonk, C. J., & Kou, X. (2024) · TechTrends · doi:10.1007/s11528-024-00960-3 · Cited by 25 · see citing works
Navigating ChatGPT: catalyst or challenge for Indonesian youth in digital entrepreneurship?
Herani, R., & Angela, J. (2024) · Journal of Entrepreneurship in Emerging Economies · doi:10.1108/jeee-05-2024-0181 · Cited by 22 · see citing works
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How Learners’ Trust Changes in Generative AI over a Semester of Undergraduate Courses
Song, D. (2024) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-024-00446-6 · Cited by 28 · see citing works
“Certain educational institutions impose limitations on the utilization of such technology, depriving students of the opportunity to leverage its full potential for learning purposes (Adeshola & Adepoju, 2023; Takagi, 2023; Yu, 2023).”
Beyond hype: Is ChatGPT-generated content effective in class preparation among academic instructors?
Bin-Nashwan, S. A., Bouteraa, M., Benlahcene, A., & Sadallah, M. (2025) · The Internet and Higher Education · doi:10.1016/j.iheduc.2025.101016 · Cited by 21 · see citing works
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“Education action plays a pivotal role in this evolution, addressing not only the direct challenges posed by technology implementation, such as combating cheating, but also delving into how GenAI can foster pedagogical innovation and enhance learning efficiency (Adeshola & Adepoju, 2023).”
Yao, H., Liu, W.-P., & Chen, S.-Z. (2024) · The International Journal of Management Education · doi:10.1016/j.ijme.2023.100900 · Cited by 34 · see citing works
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“1 utilizing the SWOT framework, conduct a comprehensive analysis of ChatGPT, and present strategies for its integration into education 12 .”
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“• Adeshola, Ibrahim, and Adeola Praise Adepoju [56] analyze the impact of ChatGPT on education through a comprehensive study of social media data, indicating a generally positive reception and the potential for educational institutions to develop clear policies and guidelines to incorporate such…”
Background<scp>ChatGPT</scp> Interventions in Higher Education: A Systematic Review of Experimental Studies
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Embrace, Don’t Avoid: Reimagining Higher Education with Generative Artificial Intelligence
Noviandy, T. R., Maulana, A., Idroes, G. M., Zahriah, Z., Paristiowati, M., Emran, T. B., Ilyas, M., & Idroes, R. (2024) · Journal of Educational Management and Learning · doi:10.60084/jeml.v2i2.233 · Cited by 25 · see citing works
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“These tools currently serve as on-demand tutors, offering explanations, guiding research, assisting with homework, simulating one-on-one interaction with a human tutor, and making learning more accessible and engaging (Adeshola & Adepoju, 2023; Onal & Kulavuz-Onal, 2024).”
Systematic exploration and in-depth analysis of ChatGPT architectures progression
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Enhancing Academic Performance with Generative AI-Based Quiz Platform
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User acceptance and adoption dynamics of ChatGPT in educational settings
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“Given the novelty and potentially disruptive nature of ChatGPT, it is crucial to understand how advances in AI-chatbots are likely to change education (Adeshola & Adepoju, 2023).”
BackgroundExploring Public Response to ChatGPT With Sentiment Analysis and Knowledge Mapping
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“In terms of education, Adeshola pointed out that educational institutions can promote academic integrity by formulating clear policies and designing evaluations that include limited AI-generated texts [68].”
BackgroundAI Chatbots and Linguistic Injustice
Park, S. (2024) · Journal of Universal Language · doi:10.22425/jul.2024.25.1.99 · Cited by 19 · see citing works
“In education, there has been increasing number of studies on the benefits and challenges of using chatbots (Aydın & Karaarslan 2022, Stokel-Walker 2022, Adeshola & Adepoju 2023, Bonsu & Baffour-Koduah 2023, Fütterer et al. 2023, Hirsh-Pasek & Blinkoff 2023).”
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“…substantiates the claim that GPT technology harbours the capacity to act as a valuable tool for educators, facilitating diverse tasks that enhance the spectrum of teaching (and learning) experiences (Grassini 2023 ; Adeshola and Adepoju 2023 ; Kiryakova and Angelova 2023 ; de Winter et al. 2023 ).”
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“Adeshola and Adepoju (2023) raised concerns regarding academic integrity, emphasizing the necessity for developing new assessment methods to counteract the potential for AI-facilitated academic dishonesty.”
InfluentialIntegrating large language models into project-based learning based on self-determination theory
Zhang, L., & Zhang, W. (2025) · Interactive Learning Environments · doi:10.1080/10494820.2024.2446535 · Cited by 18 · see citing works
“Additionally, several challenges have been associated with their use, such as generating incorrect or fake information, facilitating cheating on assignments (Adeshola & Adepoju, 2023), and bypassing plagiarism detectors (Lo, 2023).”
Lee, U., Kim, Y., Lee, S., Park, J., Mun, J., Lee, E., Kim, H., Lim, C., & Yoo, Y. J. (2024) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-024-00448-4 · Cited by 20 · see citing works
- Authors
- Adeshola, I., & Adepoju, A. P.
- Affiliations
- Final International University (CY)
- Cyprus International University (CY)
- Corresponding author
- Adeshola, Ibrahim
- Venue
- Interactive Learning Environments
- Publisher
- Informa UK Limited
- Published
- 2023-09-04
- Volume
- 32
- Issue
- 10
- Pages
- 6159-6172
- ISSN
- 1049-4820 (ISSN-L)
- 1744-5191
- OpenAlex
- W4386421370
- Cited by
- 517
- References
- 22
- Citations by year
- 2026: 119 · 2025: 203 · 2024: 188 · 2023: 7
- FWCI
- 121.36
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Interactive Learning Environments (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Social Sciences › Safety Research › Academic integrity and plagiarism
- Physical Sciences › Computer Science › Artificial Intelligence › Sentiment Analysis and Opinion Mining
- Keywords
- ChatGPT, generative AI in education, academic dishonesty, AI-generated text, academic integrity, assessment design
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