Unlocking the Power of ChatGPT: A Framework for Applying Generative AI in Education
Open accessAbstract
Purpose: Artificial intelligence (AI) chatbots, such as ChatGPT and GPT-4, developed by OpenAI, have the potential to revolutionize education. This study explores the potential benefits and challenges of using ChatGPT in education (or “educative AI”). Design/Approach/Methods: This paper proposes a theoretical framework called “IDEE” for educative AI such as using ChatGPT and other generative AI in education, which includes identifying the desired outcomes, determining the appropriate level of automation, ensuring ethical considerations, and evaluating effectiveness. Findings: The benefits of using ChatGPT in education or more generally, educative AI, include a more personalized and efficient learning experience for students as well as easier and faster feedback for teachers. However, challenges such as the untested effectiveness of the technology, limitations in the quality of data, and ethical and safety concerns must also be considered. Originality/Value: This study explored the opportunities and challenges of using ChatGPT in education within the proposed theoretical framework.
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Generative AI tools may benefit instructors by automating monotonous administrative tasks, leaving more time for instructors to engage with students.
“Generative AI tools may also benefit instructors by automating monotonous administrative tasks, which leaves more time for instructors to engage with students (Su & Yang, 2023, p. 365).”
From Effects of Generative AI on Engagement and Performance Within Asynchronous Online Courses (2026) · cites this paper as Su & Yang, 2023, p. 365
Generative AI tools can be trained to be virtual tutors that assess the learner's level of comprehension and adapt learning content to fit the learner's needs.
“These tools can be trained to be virtual tutors that can assess the learner’s level of comprehension of a topic, and then adapt the learning content to fit the needs of the learner (Su & Yang, 2023).”
From Effects of Generative AI on Engagement and Performance Within Asynchronous Online Courses (2026) · cites this paper as Su & Yang, 2023
Generative AI tools may benefit instructors by automating monotonous administrative tasks, which leaves more time for instructors to engage with students.
“Generative AI tools may also benefit instructors by automating monotonous administrative tasks, which leaves more time for instructors to engage with students”
From Effects of Generative AI on Engagement and Performance Within Asynchronous Online Courses (2026) · cites this paper as Su & Yang, 2023, p. 365
AI-driven systems can support parenting education and provide evidence-based advice through applications and chatbots, delivering micro-interventions.
“Prior work suggested that AI-driven systems can support parenting education [61] and provide evidence-based advice through applications and chatbots, delivering micro-interventions such as teaching parents how to praise their children effectively [11, 17] or offering strategies to teach complex concepts [55, 69].”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [69]
GAI offers promising support for parents by enhancing their ability to educate and engage with their children.
“GAI offers promising support for parents by enhancing their ability to educate and engage with their children.”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [69]
GAI has limitations such as limited effectiveness in more complex learning tasks, limited quality of training data, and inability to offer comprehensive educational support.
“Prior work highlighted the limitations of GAI, such as its limited effectiveness in more complex learning tasks,the limited quality of the training data, and its inability to offer comprehensive educational support [69].”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [69]
GAI can help create personalized learning experiences by providing timely feedback and tailoring content, enhancing positive learning experiences.
“It can help create personalized learning experiences by providing timely feedback and tailoring content [28, 55, 69], enhancing positive learning experiences [39].”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [69]
There is a significant risk of GAI producing inaccurate or biased information, discouraging independent thought among children, and threatening user privacy.
“There is also a significant risk of GAI producing inaccurate or biased information, discouraging independent thought among children, and threatening user privacy [27, 28, 69].”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [69]
Concerns have been raised that ChatGPT may disseminate false information and references, reinforce bias, compromise academic integrity, and cause potential decline in students' skills.
“These include the dissemination of false information and references [12, 23, 61, 85], biased reinforcement [47, 50], compromised academic integrity [18, 40, 66, 74], and the potential decline in students' skills [43, 61, 64, 74].”
From A systematic literature review of empirical research on ChatGPT in education (2024) · cites this paper as [74]
ChatGPT has been highlighted for fostering students' performance, engagement, and motivation and enhancing teaching practices.
“foster students’ performance, engagement and motivation [14, 44, 58], and enhance teaching practices [17, 18, 64, 74].”
From A systematic literature review of empirical research on ChatGPT in education (2024) · cites this paper as [74]
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“Similarly, students could be encouraged to evaluate Gen AI responses and compare them to original content, thereby fostering critical thinking ( Dwivedi et al., 2023 ; Su & Yang, 2023 ) as they need to think critically to ensure the accuracy of their writing ( Su & Yang, 2023 ).”
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Tang, Q., Deng, W., Huang, Y., Wang, S., & Zhang, H. (2025) · Journal of Computer Assisted Learning · doi:10.1111/jcal.70027 · Cited by 55 · see citing works
Artificial Intelligence Across Industries
Yadav, U., & Shrawankar, U. N. (2024) · Advances in educational marketing, administration, and leadership book series · doi:10.4018/979-8-3693-5443-8.ch010 · Cited by 61 · see citing works
A systematic literature review of generative artificial intelligence (GenAI) literacy in schools
Park, J. (2025) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2025.100487 · Cited by 89 · see citing works
Students’ use of generative artificial intelligence for proving mathematical statements
Yoon, H., Hwang, J. J., Lee, K. W., Roh, K. H., & Kwon, O. N. (2024) · ZDM · doi:10.1007/s11858-024-01629-0 · Cited by 54 · see citing works
Saihi, A., Ben‐Daya, M., & Hariga, M. A. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13023-0 · Cited by 54 · see citing works
Al‐Emran, M., Al-Qaysi, N., Al-Sharafi, M. A., Khoshkam, M., Foroughi, B., & Ghobakhloo, M. (2024) · The International Journal of Management Education · doi:10.1016/j.ijme.2024.101105 · Cited by 64 · see citing works
Mapping Tomorrow’s Teaching and Learning Spaces: A Systematic Review on GenAI in Higher Education
Tillmanns, T., Filho, A. S., Rudra, S., Weber, P., Dawitz, J., Wiersma, E., Dudenaite, D., & REYNOLDS, S. L. (2025) · Trends in Higher Education · doi:10.3390/higheredu4010002 · Cited by 78 · see citing works
“Identifying learning outcomes before using GenAI [20]; Describing the level of proficiency expected from students [21]; Ensuring that GenAI tools and applications are aligned with the learning objectives [22].”
InfluentialHadi, M. U., Al-Tashi, Q., Qureshi, R., Shah, A., Muneer, A., Irfan, M., Zafar, A., Shaikh, M. B., Akhtar, N., Hassan, S. Z., et al. (2023) · doi:10.36227/techrxiv.23589741.v3 · Cited by 62 · see citing works
ChatGPT and ELT: Exploring Teachers’ Voices
Mabuan, R. A. (2024) · International Journal of Technology in Education · doi:10.46328/ijte.523 · Cited by 75 · see citing works
“ChatGPT offers opportunities for personalized learning, interactive language practice, and increased accessibility (Kasneci et al., 2023; Su & Yang, 2023).”
BackgroundGenerative AI in education: ChatGPT-4 in evaluating students’ written responses
Jauhiainen, J. S., & Guerra, A. G. (2024) · Innovations in Education and Teaching International · doi:10.1080/14703297.2024.2422337 · Cited by 63 · see citing works
GAIDE: A Framework for Using Generative AI to Assist in Course Content Development
Dickey, E., & Bejarano, A. (2024) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie61694.2024.10893132 · Cited by 49 · see citing works
“Most existing literature often adopts a broader academic perspective, emphasizing empowering students to critically assess these tools and fostering ethical conversations [3, 13, 14, 26].”
Liu, S., Guo, X., Hu, X., & Zhao, X. (2024) · Electronics · doi:10.3390/electronics13244876 · Cited by 58 · see citing works
Marzano, D. (2026) · Technology, Knowledge and Learning · doi:10.1007/s10758-025-09853-7 · Cited by 51 · see citing works
Investigating the affordances of OpenAI's large language model in developing listening assessments
Aryadoust, V., Zakaria, A., & Jia, Y. (2024) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2024.100204 · Cited by 47 · see citing works
Graphic Design Education in the Era of Text‐to‐Image Generation: Transitioning to Contents Creator
Hwang, Y., & Wu, Y. (2025) · International Journal of Art & Design Education · doi:10.1111/jade.12558 · Cited by 47 · see citing works
Alshamy, A., Al-Harthi, A. S. A., & Abdullah, S. (2025) · Education Sciences · doi:10.3390/educsci15040501 · Cited by 46 · see citing works
“…of incorporating GenAI in education, such as personalizing learning experiences, enhancing student engagement (Sharma et al., 2024; Atlas, 2023; Su & Yang, 2023b; Sullivan et al., 2023), improving academic performance (Chiu, 2024; Su & Yang, 2023b), supporting both teaching and administrative…”
How Can ChatGPT Facilitate Teaching and Learning: Implications for Contemporary Education
Karaköse, T., & Tülübaş, T. (2023) · Educational Process International Journal · doi:10.22521/edupij.2023.124.1 · Cited by 45 · see citing works
An integrative decision-making framework to guide policies on regulating ChatGPT usage
Bukar, U., Sayeed, M. S., Razak, S. F. A., Yogarayan, S., & Amodu, O. A. (2024) · PeerJ Computer Science · doi:10.7717/peerj-cs.1845 · Cited by 42 · see citing works
“…), improved literacy ( Sallam, 2023 ), critical thinking and problem-based solving learning ( Sallam, 2023 ; Taecharungroj, 2023 ), decreased teaching workload ( Farrokhnia et al., 2023 ; Su & Yang, 2023 ; Emenike & Emenike, 2023 ), and teaching and mentoring activities ( Emenike & Emenike, 2023 ).”
BackgroundMethodInfluentialImproving EFL students’ cultural awareness: Reframing moral dilemmatic stories with ChatGPT
Zheng, Y., & Stewart, N. (2024) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2024.100223 · Cited by 44 · see citing works
Hadi, M. U., Al-Tashi, Q., Qureshi, R., Shah, A., Muneer, A., Irfan, M., Zafar, A., Shaikh, M. B., Akhtar, N., Hassan, S. Z., et al. (2023) · doi:10.36227/techrxiv.23589741.v2 · Cited by 47 · see citing works
PAIGE: A generative AI-based framework for promoting assignment integrity in higher education
Shanto, S. S., Ahmed, Z., & Jony, A. I. (2023) · STEM Education · doi:10.3934/steme.2023018 · Cited by 43 · see citing works
“As a result, some local education authorities have banned the use of ChatGPT and other AI-powered tools in schools [16].”
BackgroundAlier, M., Pereira, J., García‐Peñalvo, F. J., Guerrero, M. J. C., & Cabré, J. (2024) · Computer Standards & Interfaces · doi:10.1016/j.csi.2024.103940 · Cited by 76 · see citing works
Su, J., & Yang, W. (2023) · Interactive Learning Environments · doi:10.1080/10494820.2023.2266490 · Cited by 50 · see citing works
“Educative AI refers to arti fi cial intelligence systems, algorithms, and models that are designed to facilitate and enhance learning, teaching, and educational practices (Su & Yang, 2023a).”
InfluentialSelf-citationAlmasre, M. (2024) · Education Sciences · doi:10.3390/educsci14020148 · Cited by 48 · see citing works
“Research investigating the potential of ChatGPT and GPT-4 in education has started to suggest, for example, frameworks of implementation in various subject areas [15].”
BackgroundCheng, M. W. T., & YIM, I. H. Y. (2024) · Discover Education · doi:10.1007/s44217-023-00081-8 · Cited by 44 · see citing works
“Others have designed the educational framework for generative AI in education such as AI Ecological Education Policy Framework [8] and the IDEE Theoretical Framework [45].”
Coşgun, G. E. (2025) · British Educational Research Journal · doi:10.1002/berj.4177 · Cited by 47 · see citing works
University students’ perceptions of using generative AI in translation practices
Zhang, W., Li, A. W., & Wu, C. (2025) · Instructional Science · doi:10.1007/s11251-025-09705-y · Cited by 60 · see citing works
“Similar to recent studies on GenAI (Chan & Hu, 2023 ; Nazir & Wang, 2023 ; Su & Yang, 2023 ), students expressed concerns about accountability and transparency, which could be attributed to the lack of ability to determine and validate GenAI-generated output, and inadequate regulatory protocols…”
InfluentialElhassan, S. E., Sajid, M. R., Syed, A. M., Fathima, S. A., Khan, B. S., & Tamim, H. (2025) · JMIR Medical Education · doi:10.2196/63065 · Cited by 39 · see citing works
Can generative AI motivate management students? The role of perceived value and information literacy
Jose, E. M. K., Prasanna, A., Kushwaha, B., & Das, M. (2024) · The International Journal of Management Education · doi:10.1016/j.ijme.2024.101082 · Cited by 51 · see citing works
Wu, X.-Y., & Chiu, T. K. F. (2025) · Journal of New Approaches in Educational Research · doi:10.1007/s44322-025-00028-x · Cited by 53 · see citing works
“These advanced technologies, characterized by their ability to customize content, foster interactive learning environments, and provide instantaneous feedback, herald a new era of educational delivery and engagement (Chiu, 2024b; Su & Yang, 2023).”
Prompt engineering for nurse educators
Sun, G. H. (2024) · Nurse Educator · doi:10.1097/nne.0000000000001705 · Cited by 36 · see citing works
Perspectives on the impact of generative AI on early‐childhood development and education
Kanders, K., Stupple‐Harris, L., Smith, L. M., & Gibson, J. L. (2024) · Infant and Child Development · doi:10.1002/icd.2514 · Cited by 43 · see citing works
Keith, M. J., Keiller, E., Windows-Yule, C., Kings, I., & Robbins, P. T. (2025) · Education for Chemical Engineers · doi:10.1016/j.ece.2025.01.002 · Cited by 44 · see citing works
Adopting AI in education: optimizing human resource management considering teacher perceptions
Gârdan, I. P., Manu, M. B., Gârdan, D. A., Negoiţă, L., Paștiu, C. A., Ghiță, E., & Zaharia, A. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1488147 · Cited by 54 · see citing works
“…related with AI potential, there are studies that emphasize also the necessity that teachers and education specialists alike to examine in a critical way the educational transformation based on Generative AI and not to blindly accept the proofs regarding the efficacy (Su and Yang, 2023).”
Current applications and future potential of C hat GPT in radiology: A systematic review
Temperley, H. C., O’Sullivan, N. J., Curtain, B. M. M., Corr, A., Meaney, J. F., Kelly, M. E., & Brennan, I. M. (2024) · Journal of Medical Imaging and Radiation Oncology · doi:10.1111/1754-9485.13621 · Cited by 37 · see citing works
Van Wyk, M. M. (2024) · Journal of Applied Learning and Teaching · doi:10.37074/jalt.2024.7.1.15 · Cited by 35 · see citing works
Moon, J., Lee, U., Koh, J., Jeong, Y., Lee, Y., Byun, G., & Lim, J. (2024) · Technology Knowledge and Learning · doi:10.1007/s10758-024-09756-z · Cited by 36 · see citing works
Thanasi-Boçe, M., & Hoxha, J. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12775-z · Cited by 38 · see citing works
Factors influencing educators' AI adoption: A grounded meta-analysis review
Taheri, R., Nazemi, N., Pennington, S. E., Clark, J. A., & Dadgostari, F. (2025) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2025.100464 · Cited by 33 · see citing works
Dickey, E., Bejarano, A., & Garg, C. (2024) · SN Computer Science · doi:10.1007/s42979-024-03074-y · Cited by 33 · see citing works
“Strategies involve empowering students to critically assess the accuracy and efficacy of GenAI outcomes alongside fostering dialogues about ethical considerations [26–28].”
Allehyani, S. H., & Algamdi, M. A. (2023) · International Journal of Learning Teaching and Educational Research · doi:10.26803/ijlter.22.11.18 · Cited by 31 · see citing works
Aithal, P. S., & Aithal, S. (2023) · International Journal of Management Technology and Social Sciences · doi:10.47992/ijmts.2581.6012.0326 · Cited by 31 · see citing works
Johnson, D. M., Doss, W., & Estepp, C. M. (2024) · Journal of Research in Technical Careers · doi:10.9741/2578-2118.1152 · Cited by 31 · see citing works
- Authors
- Su (苏嘉红), J., & Yang (杨伟鹏), W.
- Affiliations
- The University of Hong Kong
- The Education University of Hong Kong
- Venue
- ECNU Review of Education
- Publisher
- SAGE Publications
- Published
- 2023-04-19
- Volume
- 6
- Issue
- 3
- Pages
- 355-366
- ISSN
- 2096-5311 (ISSN-L)
- 2632-1742
- OpenAlex
- W4366489368
- Cited by
- 625
- References
- 12
- Citations by year
- 2026: 135 · 2025: 234 · 2024: 204 · 2023: 52
- FWCI
- 146.68
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- ECNU Review of Education (publishedVersion, cc-by-nc)
- 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 › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- ChatGPT, generative AI in education, AI chatbots, personalized learning, teacher feedback, AI ethics, AI safety, educational technology effectiveness, educational automation
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