The DOI matches its Crossref record; 14 of the 14 references it cites were found in a registry or an index.
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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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]
In the citing paper
“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]
In the citing paper
“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]
In the citing paper
“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]
In the citing paper
“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]
In the citing paper
“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]
In the citing paper
“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]
Citations
Cites
Dwivedi, Y. K., Hughes, L., Ismagilova, E., Aarts, G., Coombs, C., Crick, T., Duan, Y., Dwivedi, R., Edwards, J., Eirug, A., et al. (2021) · International Journal of Information Management · doi:10.1016/j.ijinfomgt.2019.08.002 · Cited by 4,611 · cited 1×
“The use of arti fi cial intelligence (AI) in education has gained signi fi cant attention in recent years, with a growing number of educational institutions and organizations exploring the potential bene fi ts of AI-driven technologies (Dwivedi et al., 2021; Su & Yang, 2022).”
BackgroundBAİDOO-ANU, D., & OWUSU ANSAH, L. (2023) · Journal of AI · doi:10.61969/jai.1337500 · Cited by 3,939
Baidoo-Anu, D., & Owusu Ansah, L. (2023) · doi:10.2139/ssrn.4337484 · Cited by 3,004 · cited 1×
“ChatGPT has recently been used in a variety of fi elds, including library services (Lund & Wang, 2023), healthcare (Ayd ı n & Karaarslan, 2022), and education (Baidoo-Anu & Owusu Ansah, 2023; Rudolph et al., 2023).”
MethodConceptualizing AI literacy: An exploratory review
Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2021.100041 · Cited by 2,205
ChatGPT is fun, but not an author
Thorp, H. H. (2023) · Science · doi:10.1126/science.adg7879 · Cited by 1,437 · cited 2×
“ChatGPT is a type of large language model (Thorp, 2023).”
BackgroundChatting about ChatGPT: how may AI and GPT impact academia and libraries?
Lund, B. D., & Wang, T. (2023) · Library Hi Tech News · doi:10.1108/lhtn-01-2023-0009 · Cited by 1,355
Chatting about ChatGPT: How May AI and GPT Impact Academia and Libraries?Preprint
Lund, B. D., & Ting, W. (2023) · Social Science Research Network · doi:10.2139/ssrn.4333415 · Cited by 1,089 · cited 2×
“ChatGPT has recently been used in a variety of fi elds, including library services (Lund & Wang, 2023), healthcare (Ayd ı n & Karaarslan, 2022), and education (Baidoo-Anu & Owusu Ansah, 2023; Rudolph et al., 2023).”
MethodChatGPT and other large language models are double-edged swords
Shen, Y., Heacock, L., Elias, J., Hentel, K. D., Reig, B., Shih, G., & Moy, L. (2023) · Radiology · doi:10.1148/radiol.230163 · Cited by 1,008 · cited 1×
“AI literacy also involves understanding the ethical, legal, and social implications of AI, and the ability to communicate effectively about AI issues and ideas (Su et al., 2023).”
BackgroundYang, W. (2022) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2022.100061 · Cited by 606 · cited 2×
“It encompasses a range of skills and knowledge, including the ability to comprehend AI concepts, techniques, and algorithms as well as the ability to analyze and evaluate AI systems and their applications (Su & Zhong, 2022; Yang, 2022).”
BackgroundSelf-citationArtificial Intelligence (AI) Literacy in Early Childhood Education: The Challenges and Opportunities
Su, J., Ng, D. T. K., & Chu, S. K. W. (2023) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2023.100124 · Cited by 489 · cited 1×
“AI literacy also involves understanding the ethical, legal, and social implications of AI, and the ability to communicate effectively about AI issues and ideas (Su et al., 2023).”
BackgroundSelf-citation
Flagged first, then by citations
Research works printed but not linked: 2
- Liebrenz M., 2023, The Lancet Digital Health, 1
- Rudolph J., 2023, Journal of Applied Learning and Teaching, 6, 1
Cited by
Sorted by citations
Bahroun, Z., Anane, C., Ahmed, V., & Zacca, A. (2023) · Sustainability · doi:10.3390/su151712983 · Cited by 784
Ooi, K.-B., Tan, G. W.-H., Al-Emran, M., Al-Sharafi, M. A., Capatina, A., Chakraborty, A., Dwivedi, Y. K., Huang, T.-L., Kar, A. K., Lee, V.-H., et al. (2025) · Journal of Computer Information Systems · doi:10.1080/08874417.2023.2261010 · Cited by 746
“77”
A Survey on Large Language Models: Applications, Challenges, Limitations, and Practical UsagePreprint
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.v1 · Cited by 468
AI literacy and its implications for prompt engineering strategies
Knoth, N., Tolzin, A., Janson, A., & Leimeister, J. M. (2024) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2024.100225 · Cited by 368
“…improves student performance and motivation, and refines teaching practices, as evidenced in various recent publications (Alves de Castro, 2023; Crawford, Cowling, & Allen, 2023; Day, 2023; Farrokhnia, Banihashem, Noroozi, & Wals, 2023; Lee, 2023; Rudolph, Tan, & Tan, 2023; Su & Yang, 2023).”
ChatGPT in education: Methods, potentials, and limitations
Memarian, B., & Doleck, T. (2023) · Computers in Human Behavior: Artificial Humans · doi:10.1016/j.chbah.2023.100022 · Cited by 266
Higher education students’ perceptions of ChatGPT: A global study of early reactions
Ravšelj, D., Keržič, D., Tomaževič, N., Umek, L., Brezovar, N., A. Iahad, N., Abdulla, A. A., Akopyan, A., Aldana Segura, M. W., AlHumaid, J., et al. (2025) · PLOS ONE · doi:10.1371/journal.pone.0315011 · Cited by 376
Dahri, N. A., Yahaya, N., Al-Rahmi, W. M., Aldraiweesh, A., Alturki, U., Almutairy, S., Shutaleva, A., & Soomro, R. B. (2024) · Heliyon · doi:10.1016/j.heliyon.2024.e29317 · Cited by 239
Generative AI and ChatGPT in School Children’s Education: Evidence from a School Lesson
Jauhiainen, J. S., & Guerra, A. G. (2023) · Sustainability · doi:10.3390/su151814025 · Cited by 234
“The most commonly known format is ChatGPT, which allows the interaction with this generative AI in a chat environment, simulating almost-real conversational situations between humans [23–25].”
BackgroundKong, S.-C., & Yang, Y. (2024) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2024.3392830 · Cited by 298
“For example, Su and Yang [15] proposed a theoretical framework, “IDEE,” for generative AI in education.”
BackgroundResultEffects of Generative Chatbots in Higher Education
Ilieva, G., Yankova, T., Klisarova-Belcheva, S., Dimitrov, A., Bratkov, M., & Angelov, D. (2023) · Information · doi:10.3390/info14090492 · Cited by 258
“Su and Yang [45] has proposed a theoretical framework to guide the utilization of ChatGPT and other generative AI in education, aiming to improve teaching and learning outcomes.”
BackgroundKar, A. K., Varsha, P. S., & Rajan, S. (2023) · Global Journal of Flexible Systems Management · doi:10.1007/s40171-023-00356-x · Cited by 225
“It is a linguistic model that generates anthropomorphic answers to natural language queries by using deep learning (Su & Yang, 2023”
BackgroundMethodA Primer on Generative Artificial Intelligence
Kalota, F. (2024) · Education Sciences · doi:10.3390/educsci14020172 · Cited by 225
“Generative tools like ChatGPT can provide personalized learning experiences for students [53–55].”
BackgroundA systematic literature review of empirical research on ChatGPT in education
Albadarin, Y., Saqr, M., Pope, N., & Tukiainen, M. (2024) · Discover Education · doi:10.1007/s44217-024-00138-2 · Cited by 191
Samala, A. D., Rawas, S., Wang, T., Reed, J. M., Kim, J., Howard, N.-J., & Ertz, M. (2025) · Education and Information Technologies · doi:10.1007/s10639-024-12936-0 · Cited by 229
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.v4 · Cited by 193
Dahri, N. A., Yahaya, N., Al-Rahmi, W. M., Vighio, M. S., Alblehai, F., Soomro, R. B., & Shutaleva, A. V. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12599-x · Cited by 205
Wang, K., Ruan, Q., Zhang, X., Fu, C., & Duan, B. (2024) · Behavioral Sciences · doi:10.3390/bs14050373 · Cited by 205
“As more scholars and educational organizations investigate the potential advantages of AI, the application of AI in education (AIED) has gained traction [27].”
BackgroundChatGPT in higher education - a synthesis of the literature and a future research agenda
Bhullar, P. S., Joshi, M., & Chugh, R. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12723-x · Cited by 139
“Cluster 2: ChatGPT and Academic Integrity : Cluster 2 comprises research stud - ies conducted by authors from Japan, Bangladesh, Hong Kong, Nigeria, Pakistan, UAE, the UK, Vietnam and the Netherlands.”
Evaluating the impact of students' generative AI use in educational contexts
Wood, D., & Moss, S. (2024) · Journal of Research in Innovative Teaching & Learning · doi:10.1108/jrit-06-2024-0151 · Cited by 186
Mikeladze, T., Meijer, P. C., & Verhoeff, R. P. (2024) · European Journal of Education · doi:10.1111/ejed.12663 · Cited by 136
Ahmed, Z., Shanto, S. S., Rime, M. H. K., Morol, M. K., Fahad, N., Hossen, M. J., & Abdullah-Al-Jubair, M. (2024) · IEEE Access · doi:10.1109/access.2024.3461874 · Cited by 123
“It has been noted that the generation of incorrect information and the presence of biases in training data can not only mirror but also exacerbate existing prejudices [6], [7], [68].”
BackgroundInfluentialExploring the Role of Generative AI in Enhancing Language Learning: Opportunities and Challenges
Creely, E. (2024) · International Journal of Changes in Education · doi:10.47852/bonviewijce42022495 · Cited by 113
“Generative AI could be a catalyst for a significant transformation inhowfeedbackisprovided(Baidoo-Anu&Ansah,2023;Qadir,2023; Su & Yang, 2023).”
BackgroundDeterminants of Students’ Satisfaction with AI Tools in Education: A PLS-SEM-ANN Approach
Almufarreh, A. (2024) · Sustainability · doi:10.3390/su16135354 · Cited by 155
ChatGPT Promises and Challenges in Education: Computational and Ethical Perspectives
Adel, A., Ahsan, A., & Davison, C. (2024) · Education Sciences · doi:10.3390/educsci14080814 · Cited by 178
“Critical Pedagogy and AI Ethics Framework [11]: This part of the theoretical foundation examines the ethical considerations surrounding AI in education, focusing on the potential biases in algorithms and the lack of emotional intelligence.”
BackgroundGenerative-AI, a Learning Assistant? Factors Influencing Higher-Ed Students' Technology Acceptance
Kanont, K., Pingmuang, P., Simasathien, T., Wisnuwong, S., Wiwatsiripong, B., Poonpirome, K., Songkram, N., & Khlaisang, J. (2024) · The Electronic Journal of e-Learning · doi:10.34190/ejel.22.6.3196 · Cited by 155
“…from human-created works resulting in a risk of blurring the boundaries between originality, plagiarism, creativity, and automation (Su and Yang, 2023), educators and policymakers must proactively develop ethical frameworks and guidelines for the responsible use of Generative-AI in…”
BackgroundLavidas, K., Voulgari, I., Papadakis, S., Athanassopoulos, S., Anastasiou, A., Filippidi, A., Komis, V., & Karacapilidis, N. I. (2024) · Information · doi:10.3390/info15060314 · Cited by 181
Karataş, F., Eriçok, B., & TANRIKULU, L. (2024) · British Educational Research Journal · doi:10.1002/berj.4068 · Cited by 164
Luo, W., He, H., Liu, J., Berson, I. R., Berson, M. J., Zhou, Y., & Li, H. (2023) · Early Education and Development · doi:10.1080/10409289.2023.2214181 · Cited by 137
“This emphasis on AI literacy in early childhood education aligns with the findings of recent studies, such as Su et al. (2023) and Su and Yang (2023), which also highlight the importance of developing AI literacy in ECE settings.”
BackgroundResultInfluentialA Systematic Review of the Limitations and Associated Opportunities of ChatGPT
Cong‐Lem, N., Soyoof, A., & Tsering, D. (2024) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2024.2344142 · Cited by 140
The ChatGPT Effect: Nursing Education and Generative Artificial Intelligence
Topaz, M., Peltonen, L., Michalowski, M., Štiglic, G., Ronquillo, C., Pruinelli, L., Song, J., O’Connor, S., Miyagawa, S., & Fukahori, H. (2024) · Journal of Nursing Education · doi:10.3928/01484834-20240126-01 · Cited by 125
Framework for Adoption of Generative Artificial Intelligence (GenAI) in Education
Shailendra, S., Kadel, R., & Sharma, A. (2024) · IEEE Transactions on Education · doi:10.1109/te.2024.3432101 · Cited by 119
“In [10], the paper introduces a framework called the “IDEE framework” for utilizing ChatGPT in education.”
BackgroundMethodInfluentialIntegrating Generative AI Into K-12 Curriculums and Pedagogies in India
Sharma, D. M., Ramana, K. V., Jothilakshmi, R., Verma, R., Maheswari, B. U., & Boopathi, S. (2023) · Advances in higher education and professional development book series · doi:10.4018/979-8-3693-0487-7.ch006 · Cited by 92
Sergeeva, O. V., Zheltukhina, M. R., Shoustikova, T., Tukhvatullina, L. R., Dobrokhotov, D. A., & Kondrashev, S. V. (2025) · Contemporary Educational Technology · doi:10.30935/cedtech/16039 · Cited by 131
Race with the machines: assessing the capability of generative AI in solving authentic assessments
Nguyen Thanh, B., Vo, D. T. H., Nguyen Nhat, M., Pham, T. T. T., Thai Trung, H., & Ha Xuan, S. (2023) · Australasian Journal of Educational Technology · doi:10.14742/ajet.8902 · Cited by 87
“It functions by discerning patterns from vast data sets and utilising this knowledge to produce and remember coherent and contextually appropriate responses (Megahed et al., 2023; J. Su & Yang, 2023).”
BackgroundJauhiainen, J. S., & Garagorry Guerra, A. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1288723 · Cited by 87
Exploring student perspectives on generative artificial intelligence in higher education learning
Baidoo-Anu, D., Asamoah, D., Amoako, I., & Mahama, I. (2024) · Discover Education · doi:10.1007/s44217-024-00173-z · Cited by 151
“Due to its flexibility and content-rich generative ability, ChatGPT has quickly become a ‘student companion’ in developing and developed nations [41, 42].”
Hadi, M. U., Al-Tashi, Q., Qureshi, R., Shah, A., Muneer, A., Irfan, M., Zafar, A., Shaikh, M. B., Akhtar, N., Wu, J., et al. (2023) · doi:10.36227/techrxiv.23589741 · Cited by 99
Molefi, R. R., Ayanwale, M. A., Kurata, L., & Chere-Masopha, J. (2024) · Computers and Education Open · doi:10.1016/j.caeo.2024.100191 · Cited by 125
A Cross Sectional Study of ChatGPT in Translation: Magnitude of Use, Attitudes, and Uncertainties
Sahari, Y., Al-kadi, A. M. T., & Ali, J. K. M. (2023) · Journal of Psycholinguistic Research · doi:10.1007/s10936-023-10031-y · Cited by 77
Tang, X., Yuan, Z., & Qu, S. (2024) · Journal of Computer Assisted Learning · doi:10.1111/jcal.13105 · Cited by 93
Kehoe, F. (2023) · Irish Journal of Technology Enhanced Learning · doi:10.22554/ijtel.v7i2.124 · Cited by 74
“However, lesson plans and units of learning take considerable time and effort, especially for new teachers (Su & Yang, 2023).”
BackgroundJing, Y., Wang, H., Chen, X., & Wang, C. (2024) · Humanities and Social Sciences Communications · doi:10.1057/s41599-024-02751-w · Cited by 89
Saihi, A., Ben-Daya, M., Hariga, M., & As'ad, R. (2024) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2024.100274 · Cited by 75
Li, Y., Sadiq, G., Qambar, G., & Zheng, P. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12981-9 · Cited by 92
Bukar, U. A., Sayeed, M. S., Razak, A., Yogarayan, S., & Sneesl, R. (2024) · IEEE Access · doi:10.1109/access.2024.3425172 · Cited by 92
“In particular, infodemics and misinformation [17], [29], [31], [32], [35], [88], [89], [90], [91], [92], [93], [94], [95] implies that AI systems can produce inaccurate, outdated, or nonsensical content, leading to the spread of misinformation and reducing the quality of educational outputs.”
BackgroundInfluentialSamala, A. D., Rawas, S., Criollo-C, S., Bojić, L., Prasetya, F., Ranuharja, F., & Marta, R. (2024) · SN Computer Science · doi:10.1007/s42979-024-03538-1 · Cited by 85
ChatGPT in Education: A Systematic Review on Opportunities, Challenges, and Future Directions
Munaye, Y. Y., Admass, W., Belayneh, Y., Molla, A., & Asmare, M. (2025) · Algorithms · doi:10.3390/a18060352 · Cited by 73
“However, its application lacks real-world validation [31,51].”
Translanguaging with generative AI in EFL writing: Students’ practices and perceptions
Yang, W., & Lin, C. (2025) · Journal of Second Language Writing · doi:10.1016/j.jslw.2025.101181 · Cited by 77
Self-citationMeylani, R. (2024) · Journal of Computer and Education Research · doi:10.18009/jcer.1477709 · Cited by 113
Transforming education: exploring the influence of generative AI on teaching performance
Mulyani, H., Azim, M. I., Shauki, E. R., Kurniati, F., & Arlinda, H. (2025) · Cogent Education · doi:10.1080/2331186x.2024.2448066 · Cited by 116
Li, H., Wang, Y., Luo, S., & Huang, C. (2024) · Journal of Asian Public Policy · doi:10.1080/17516234.2024.2363128 · Cited by 73
“Drawing on the strategies of Su et al. (2023), the LCAW learning approach divides the writing process into four stages: preparing, drafting, editing, and reflecting.”
InfluentialLiang, W., & Wu, Y. (2024) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2024.101645 · Cited by 105
Newman, M., Sun, K., Dalla Gasperina, I. B., Shin, G. Y., Pedraja, M. K., Kanchi, R., Song, M. B., Li, R., Lee, J. H., & Yip, J. (2024) · Proceedings of the CHI Conference on Human Factors in Computing Systems · doi:10.1145/3613904.3642492 · Cited by 59
Emerging Research and Policy Themes on Academic Integrity in the Age of Chat GPT and Generative AI
Plata, S., De Guzman, M. A., & Quesada, A. (2023) · Asian Journal of University Education · doi:10.24191/ajue.v19i4.24697 · Cited by 65
Lin, C.-H., Zhou, K., Li, L., & Sun, L. (2025) · Computers and Composition · doi:10.1016/j.compcom.2024.102895 · Cited by 57
Monib, W. K., Qazi, A., Apong, R. A. A. H. M., Azizan, M. T., Silva, L. D., & Yassin, H. (2024) · PeerJ Computer Science · doi:10.7717/peerj-cs.2105 · Cited by 119
“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 ).”
Slamet, J. (2024) · Discover Artificial Intelligence · doi:10.1007/s44163-024-00143-2 · Cited by 57
Tang, Q., Deng, W., Huang, Y., Wang, S., & Zhang, H. (2025) · Journal of Computer Assisted Learning · doi:10.1111/jcal.70027 · Cited by 55
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
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 114
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
Saihi, A., Ben‐Daya, M., & Hariga, M. A. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13023-0 · Cited by 70
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 68
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 88
“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 71
ChatGPT and ELT: Exploring Teachers’ Voices
Mabuan, R. A. (2024) · International Journal of Technology in Education · doi:10.46328/ijte.523 · Cited by 75
“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 81
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 92
“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
Marzano, D. (2026) · Technology, Knowledge and Learning · doi:10.1007/s10758-025-09853-7 · Cited by 51
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 67
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
Alshamy, A., Al-Harthi, A. S. A., & Abdullah, S. (2025) · Education Sciences · doi:10.3390/educsci15040501 · Cited by 46
“…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 52
An integrative decision-making framework to guide policies on regulating ChatGPT usage
Bukar, U. A., Sayeed, M. S., Razak, A., Yogarayan, S., & Amodu, O. A. (2024) · PeerJ Computer Science · doi:10.7717/peerj-cs.1845 · Cited by 53
“…), 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 71
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 51
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 52
“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 87
Su, J., & Yang, W. (2023) · Interactive Learning Environments · doi:10.1080/10494820.2023.2266490 · Cited by 59
“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 54
“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
“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 67
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
“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
Can generative AI motivate management students? The role of perceived value and information literacy
Jose, E. M. K., Prasanna, A., Kushwaha, B. P., & Das, M. (2024) · The International Journal of Management Education · doi:10.1016/j.ijme.2024.101082 · Cited by 55
Wu, X.-Y., & Chiu, T. K. F. (2025) · Journal of New Approaches in Educational Research · doi:10.1007/s44322-025-00028-x · Cited by 66
“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
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 50
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 45
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 59
“…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 38
Van Wyk, M. M. (2024) · Journal of Applied Learning and Teaching · doi:10.37074/jalt.2024.7.1.15 · Cited by 35
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 39
Thanasi-Boçe, M., & Hoxha, J. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12775-z · Cited by 44
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 63
Dickey, E., Bejarano, A., & Garg, C. (2024) · SN Computer Science · doi:10.1007/s42979-024-03074-y · Cited by 33
“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 48
Aithal, P. S., & Aithal, S. (2023) · International Journal of Management Technology and Social Sciences · doi:10.47992/ijmts.2581.6012.0326 · Cited by 35
Johnson, D. M., Doss, W., & Estepp, C. M. (2024) · Journal of Research in Technical Careers · doi:10.9741/2578-2118.1152 · Cited by 31
Metadata
- 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
- Social Sciences › Education › 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
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
