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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 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]
In the citing paper
“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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Unlikely allies: ChatGPT and higher education assessment
Manolchev, C., Nolan, R., & Hodgson, E. S. (2024) · Journal of Learning Development in Higher Education · doi:10.47408/jldhe.vi30.1136 · Cited by 3
ChatGPT's Performance on Problem Sets in an At-Scale Introductory Computer Science Course
Popescu, D. M., & Joyner, D. A. (2024) · ACM Conference on Learning @ Scale (L@S) · doi:10.1145/3657604.3664701 · Cited by 3
“Studies highlighted the benefits of allowing students to deepen their understanding of course materials [2] while also pointing out the potential for facilitating cheating [15] and the downsides that come with over-reliance on AI agents when completing assignments [3].”
Younes, Z. B. B., Hassan, I., Umar, M. M., Mustafa, N. H., Abdullah, A. T. H., & Azmi, M. N. L. (2024) · Arab World English Journal · doi:10.24093/awej/call10.1 · Cited by 4
“For instance, ChatGPT can respond to queries on textual, audio, or visual information in just a few seconds (Adeshola & Adepoju, 2023).”
BackgroundUniversity Students Using ChatGPT in Project-Based Learning
Economides, A. A., & Perifanou, M. A. (2024) · Communications in computer and information science · doi:10.1007/978-3-031-73990-3_3 · Cited by 4
Method for Creating Domain-Specific Dataset Ontologies from Text in Uncontrolled English
Minab, S. S., & Nazaruka, Ē. (2025) · Applied Computer Systems · doi:10.2478/acss-2025-0001 · Cited by 3
Hernandez, A. A., Albina, E. M., & Caballero, A. R. (2025) · International Symposium on Computer, Consumer and Control · doi:10.1109/is3c65361.2025.11131023 · Cited by 7
“To date, although chatGPT is rapidly evolving and widely adopted, academics raise concern on the potential negative effects of genAI in attainment of learning outcomes, due to concerns such as over-reliance, academic integrity, and lack of practice on critical thinking skills [2, 12].”
Chiu, T. K. F. (2024) · Interactive Learning Environments · doi:10.1080/10494820.2024.2342635 · Cited by 3
“…for their solutions; they can complete some tasks they thought they were not able to do, such as video and poster making; they can seek alternative opinions and advice from ChatGPT; and they can try their ideas or solutions in the metaverse (e.g., Adeshola & Adepoju, 2023; Arpaci & Bahari, 2023).”
BackgroundEducators' Adoption and Perceptions of Generative AI Tools in Higher Education
Iatrellis, O., Kosmopoulou, I., Samaras, N., & Kokkinos, K. (2025) · 2025 6th International Conference of the Portuguese Society for Engineering Education (CISPEE) · doi:10.1109/cispee64787.2025.11124027 · Cited by 2
“Following OpenAI’s release of “ChatGPT” in November 2022, extensive discussion has arisen concerning the rapid integration of Large Language Model (LLM)-based chatbots into academic settings [1].”
Popescu, D. M., & Joyner, D. A. (2024) · IEEE Digital Education and MOOCS Conference (DEMOcon) · doi:10.1109/democon63027.2024.10748200 · Cited by 3
“The release of ChatGPT in 2022—and the following explosion in generative AI tools—has driven an increased concern that artificial intelligence may be used by students to falsely demonstrate competency on assignments [1], [5], [10], un-dermining its potential to be used as a learning tool.”
BackgroundUniversity Student Readiness and Academic Integrity in Using ChatGPT and AI Tools for Assessments
Chuah, K.-M., & Sumintono, B. (2024) · Lecture notes in educational technology · doi:10.1007/978-981-97-6136-4_4 · Cited by 2
Sánchez-López, A. L., Jiménez-Pérez, M. I., Perfecto‐Avalos, Y., Navarro-López, D. E., Esparza-Sánchez, J., & Mena, E. R. L. (2025) · IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon62633.2025.11016586 · Cited by 4
ChatGPT: A Tool for Communication and Lifelong Education in the AI Age
Gluoksnyte, O. (2025) · International Journal on Lifelong Education and Leadership · doi:10.25233/ijlel.1550548 · Cited by 3
Akın, M., Sir, G. D. B., Aydemir-Karadag, A., & Çerçioğlu, H. (2025) · IEEE Access · doi:10.1109/access.2025.3586502 · Cited by 2
“Adeshola and Adepoju [24] stated that the use of ChatGPT is expected to rise, highlighting the need to identify effective ways to integrate it into university curricula without impairing students’ cognitive reasoning skills.”
More Than a Technical Fix: An Interdisciplinary Approach to AI in Education
Rau, F., Franken, L., & Bock, A. (2025) · Communications in computer and information science · doi:10.1007/978-3-031-93409-4_8 · Cited by 2
Developing judgement for business: an AI-based model of independent management learning
Johnson, M. W., Maitland, E., & Sofka, W. (2025) · Journal of Business Research · doi:10.1016/j.jbusres.2025.115842 · Cited by 9
Artificial Intelligence and Adaptive Learning Technologies
Dikkatwar, R., Mohite, M., Sharma, S., Selvakumar, P., Jayadeva, S. M., & Manjunath, T. C. (2025) · IGI Global eBooks · doi:10.4018/979-8-3373-5157-5.ch011 · Cited by 2
Co-evolution of neurotechnology and AI: ethical challenges and regulatory approaches
Shenderyuk-Zhidkov, A., Maksimenko, V., Hramov, A., & Federal State Autonomous Institution "Digital Industrial Technologies Moscow, R. (2025) · Izvestiya VUZ Applied Nonlinear Dynamics · doi:10.18500/0869-6632-003196 · Cited by 3
ChatGPT Capabilities for Promoting Sustainability in Education: A Framework for Mapping With SDGs
Halaweh, M. (2025) · Sustainable Development · doi:10.1002/sd.70500 · Cited by 3
ChatGPT ‐Generated Versus Teacher‐Prepared Read‐Aloud Plans: A Comparative Effectiveness Study
SÖNMEZ, M., Öksüz, H. İ., Gök, S., & Yıldırım, K. (2026) · European Journal of Education · doi:10.1111/ejed.70458 · Cited by 3
Wu, X., Zeng, Y., Li, Z., Li, X., Chen, S., Sun, L., Zhu, L., & Xie, Y. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1729241 · Cited by 2
Hussein, M. H., Aldeeb, F. H. A., Sulaiman, N. L., & Elaish, M. M. (2026) · Journal of Computer Assisted Learning · doi:10.1002/jcal.70226 · Cited by 3
Bai, Y.-Q. (2026) · Learning and Instruction · doi:10.1016/j.learninstruc.2026.102390 · Cited by 2
Rethinking AI in Writing Pedagogy: From Fluency to Rhetorical Competence
Hyland, K. (2026) · Discourses on Culture · doi:10.2478/doc-2026-0007 · Cited by 2
Das, R. P., Moratti, T., Gasper, S., Singh, A., Baby, M., & Morkos, B. W. (2026) · Journal for STEM Education Research · doi:10.1007/s41979-026-00189-0 · Cited by 2
Can the Potential Contributions of ChatGPT in Tourism Education Be Realized?
Yaşar, E. (2024) · Advances in higher education and professional development book series · doi:10.4018/979-8-3693-1666-5.ch009 · Cited by 2
The Use and Effects of ChatGPT in Tourism Education
Yaşar, E., Öztürk, İ., Yayla, E., & TÜR, E. (2024) · Advances in systems analysis, software engineering, and high performance computing book series · doi:10.4018/979-8-3693-3033-3.ch007 · Cited by 2
Thomas, R., Ajith, K. A., Shivdas, A., & Harikrishnan, R. (2024) · IEEE Recent Advances in Intelligent Computational Systems · doi:10.1109/raics61201.2024.10689972 · Cited by 2
“Research has shown its tremendous scope of applications, especially in customized rapid content search [11], and support in student assignments [3], just to name a few.”
Background
Metadata
- 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
- Social Sciences › Education › Artificial Intelligence in Education
- Social Sciences › Education › 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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