Educational Potential of ChatGPT: Teaching Tool for Students’ Competencies Development
Abstract
The article has characterized ChatGPT as widespread application in various aspects of higher education and considered some potential benefits of ChatGPT as well as the challenges and barriers that may arise from its integration in education. Utilizing SWOT-analysis the authors have assessed strengths, weaknesses, opportunities, and threats of ChatGPT in the context of its application in education. The article proves that ChatGPT can be used as a tool to spur students’ inner feedback and aid their learning and professional skills development. The authors point out that the use of Chat GPT in teaching electrical engineering students may raise ethical issues, such as privacy and data security concerns. It is emphasized that integration of ChatGPT in the educational process should be accompanied by appropriate pedagogical strategies, human oversight, and a balanced approach to ensure its effective and responsible usage. Using the interview method, the perception of ChatGPT by electrical engineering students of Kremenchuk Mykhailo Ostrohradskyi National University has been analysed. The authors have also presented recommendations on how ChatGPT can be used during practical classes in Ukrainian Language for Specific Purposes to electrical engineering students.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Cites
ChatGPT for good? On opportunities and challenges of large language models for education
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., et al. (2023) · Learning and Individual Differences · doi:10.1016/j.lindif.2023.102274 · Cited by 7,326 · cited 1× · see citing works
“For instance, E. Kasneci et al. thoroughly examined the potential advantages and risks associated with implementing ChatGPT for educational purposes [14].”
BackgroundWhat Is the Impact of ChatGPT on Education? A Rapid Review of the Literature
Lo, C. K. (2023) · Education Sciences · doi:10.3390/educsci13040410 · Cited by 2,024 · see citing works
ChatGPT: Bullshit spewer or the end of traditional assessments in higher education?
(2023) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2023.6.1.9 · Cited by 1,806 · cited 1× · see citing works
“J. Rudolph et al. critically analysed ChatGPT and its potential influence on traditional assessment methods in higher education [17].”
BackgroundA SWOT analysis of ChatGPT: Implications for educational practice and research
Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2024) · Innovations in Education and Teaching International · doi:10.1080/14703297.2023.2195846 · Cited by 1,384 · see citing works
Open AI in Education, the Responsible and Ethical Use of ChatGPT Towards Lifelong Learning
Mhlanga, D. (2023) · doi:10.2139/ssrn.4354422 · Cited by 719 · cited 1× · see citing works
“…ethical and effective utilization of the technology [12]; D. Mhlanga studied the responsible and ethical use of ChatGPT towards lifelong learning [13], etc. Recent studies have delved into the possibilities and obstacles of utilizing large language models like ChatGPT in the field of education.”
BackgroundSWOT analysis applications: An integrative literature review
Benzaghta, M. A., Elwalda, A., Mousa, M., Erkan, I., & Rahman, M. (2021) · Journal of Global Business Insights · doi:10.5038/2640-6489.6.1.1148 · Cited by 615 · see citing works
ChatGPT in education: Strategies for responsible implementation
Halaweh, M. (2023) · Contemporary Educational Technology · doi:10.30935/cedtech/13036 · Cited by 607 · cited 1× · see citing works
“…on the responsible implementation of ChatGPT in education, presenting strategies to ensure ethical and effective utilization of the technology [12]; D. Mhlanga studied the responsible and ethical use of ChatGPT towards lifelong learning [13], etc. Recent studies have delved into the…”
BackgroundCrawford, J., Cowling, M., & Allen, K.-A. (2023) · Journal of University Teaching and Learning Practice · doi:10.53761/1.20.3.02 · Cited by 547 · cited 1× · see citing works
“It’s important J. Crawford et al. to be mentioned who argued for the necessity of leadership in guaranteeing the ethical utilization of ChatGPT in education, specifically highlighting character development, assessment practices, and learning through artificial intelligence [18].”
BackgroundUnlocking the opportunities through ChatGPT Tool towards ameliorating the education system
Javaid, M., Haleem, A., Singh, R. P., Khan, S., & Khan, I. H. (2023) · BenchCouncil Transactions on Benchmarks, Standards and Evaluations · doi:10.1016/j.tbench.2023.100115 · Cited by 535 · cited 2× · see citing works
“However, in the education sector there are worries that students might rely on ChatGPT to do their homework and subsequently replicate the answers by copy-pasting them without the teacher having any control [10].”
BackgroundMethodWhat ChatGPT means for universities: Perceptions of scholars and students
(2023) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2023.6.1.22 · Cited by 431 · cited 1× · see citing works
“…of ChatGPT [8]; M. Firat investigated the implications of ChatGPT for students and universities by examining perceptions of scholars and students [9]; M. Javaid et al. described the opportunities towards ameliorating the education system through ChatGPT tool [10]; F. Fauzi et al. analysed the…”
Background“Possibilities and apprehensions in the landscape of artificial intelligence in education,”
Alam, A. (2021) · 2021 International Conference on Computational Intelligence and Computing Applications (ICCICA) · doi:10.1109/iccica52458.2021.9697272 · Cited by 344 · see citing works
Malinka, K., Peresíni, M., Firc, A., Hujnák, O., & Janus, F. (2023) · Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 1 · doi:10.1145/3587102.3588827 · Cited by 287 · cited 1× · see citing works
“Malinka et al. explored the educational impact of ChatGPT and questioned whether artificial intelligence is presently capable of obtaining a university degree [16].”
BackgroundAnalysing the Role of ChatGPT in Improving Student Productivity in Higher Education
Fauzi, F., Tuhuteru, L., Sampe, F., Ausat, A. M. A., & Hatta, H. R. (2023) · Journal on Education · doi:10.31004/joe.v5i4.2563 · Cited by 283 · cited 1× · see citing works
“…the education system through ChatGPT tool [10]; F. Fauzi et al. analysed the role of ChatGPT in improving student productivity in higher education [11]; M. Halaweh concentrated on the responsible implementation of ChatGPT in education, presenting strategies to ensure ethical and effective…”
MethodChatGPT at Universities – The Least of Our ConcernsPreprint
Willems, J. (2023) · SSRN Electronic Journal · doi:10.2139/ssrn.4334162 · Cited by 55 · see citing works
Baskara, F. (2023) · Prosiding Seminar Nasional Fakultas Tarbiyah dan Ilmu Keguruan IAIM Sinjai · doi:10.47435/sentikjar.v2i0.1825 · Cited by 32 · see citing works
Zhu, C., & Mugenyi, K. J. (2015) · Technology Pedagogy and Education · doi:10.1080/1475939x.2015.1093537 · Cited by 30 · see citing works
Шабуніна, В., Тур, О., & Саранча, В. (2020) · 2020 IEEE Problems of Automated Electrodrive. Theory and Practice (PAEP) · doi:10.1109/paep49887.2020.9240853 · Cited by 10 · see citing works
Тур, О., Шабуніна, В., Butyrina, M., et al. (2021) · IEEE International Conference on Modern Electrical and Energy Systems (MEES) · doi:10.1109/mees52427.2021.9598774 · Cited by 4 · see citing works
Тур, О., Шабуніна, В., Sivyakova, G., et al. (2022) · IEEE International Conference on Modern Electrical and Energy System (MEES) · doi:10.1109/mees58014.2022.10005778 · Cited by 1 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Ncube, P. D. N., Dzvapatsva, G. P., Matobobo, C., & Ranga, M. M. (2026) · AI and Ethics · doi:10.1007/s43681-025-00871-w · Cited by 31 · see citing works
“Excessive dependence on AI tools weakens students' ability to think critically, write independently, and solve problems effec - tively [ 57–59, 86, 89, 90, 94–96 ].”
- Authors
- Shabunina, V., Sarancha, V., Maslak, V., Shevchenko, O., & Tur, O.
- Affiliations
- Kremenchuk Mykhailo Ostrohradskyi National University,Humanities, Culture and Art Department,Kremenchuk,Ukraine
- Kremenchuk Mykhailo Ostrohradskyi National University (UA)
- Odesa Polytechnic National University,Department of Information Activities and Media Communications,Odesa,Ukraine
- ORCID
- Maslak, Volodymyr
- Venue
- 2023 IEEE 5th International Conference on Modern Electrical and Energy System (MEES)
- Publisher
- IEEE
- Published
- 2023-09-27
- Pages
- 1-6
- OpenAlex
- W4391307653
- Cited by
- 7
- References
- 19
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 2
- FWCI
- 1.80
- Type
- conference paper
- Language
- en
- Open access
- closed
- Locations
- IEEE International Conference on Modern Electrical and Energy System (MEES) (publishedVersion)
- 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 › Educational Technology and Pedagogy
- Keywords
- ChatGPT, generative AI in education, electrical engineering students, privacy and data security, teaching methods, human oversight, student perceptions of AI, practical classes
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
