Open AI in Education, the Responsible and Ethical Use of ChatGPT Towards Lifelong Learning
Open accessAbstract
Significant changes have been brought about in society, the economy, and the environment as a result of the quick development of technology and the interconnection of the world. Artificial intelligence has advanced significantly in recent years, which has sparked the creation of ground-breaking technologies like Open AI's ChatGPT. Modern technology like the ChatGPT language model has the potential to revolutionize the educational landscape. This article's goals are to present a thorough analysis of the responsible and ethical usage of ChatGPT in education, as well as to encourage further study and debate on this important subject. The study found that the use of ChatGPT in education requires respect for privacy, fairness and non-discrimination, transparency in the use of ChatGPT, and a few other factors that were included in the paper. To sustain ethics and accountability in the global education sector, it is advised in this study that all these recommendations be carried out.
Integrity signals
Registry
Cites
Statistics
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?
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 [50]
Concerns have been raised about ethical considerations and decreased reliability of existing examinations in relation to GAI.
“However, concerns have been raised about ethical consideration and decreased reliability of the existing examinations.”
From Developing Medical Education Curriculum Reform Strategies to Address the Impact of Generative AI: Qualitative Study (2023) · cites this paper as [7]
The impact of GAI on education is disputed, with studies raising concerns about ethical considerations, evaluation practices, scientific integrity, and potential negative effects on students' higher order thinking skills.
“On the other hand, the impact of GAI on education is disputed [6], with studies raising concerns about the ethical considerations of ChatGPT [7], evaluation practices [8], scientific integrity [9], and potential negative effects on students’ higher order thinking skills [10].”
From Developing Medical Education Curriculum Reform Strategies to Address the Impact of Generative AI: Qualitative Study (2023) · cites this paper as [7]
Cited by
Sorted by citations
What 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
A 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
“…in terms of providing adaptive and personalised environments (Qadir, 2022), some scholars are concerned about the ethical considerations of ChatGPT (Mhlanga, 2023), as well as its potential negative effects on assessment practices (Rudolph et al., 2023), scientific integrity (Cotton et al., 2023;…”
BackgroundAbulibdeh, A. O., Zaidan, E., & Abulibdeh, R. (2024) · Journal of Cleaner Production · doi:10.1016/j.jclepro.2023.140527 · Cited by 801 · see citing works
ChatGPT in education: Strategies for responsible implementation
Halaweh, M. (2023) · Contemporary Educational Technology · doi:10.30935/cedtech/13036 · Cited by 607 · see citing works
“…and query data may be saved and used for unintended purposes; concerns about job loss (substituting instructors and academic writers), the lack of creativity and critical thinking, as well as inaccuracies and plagiarism (Atlas, 2023; D ’ Amico et al. 2023; Mhlanga, 2023; van Dis et al., 2023).”
BackgroundMarzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023) · Cogent Education · doi:10.1080/2331186x.2023.2236469 · Cited by 524 · see citing works
“Capable of generating coherent and contextually relevant sentences, GPT-3 has been found to stimulate students’ creative and critical thinking (Mhlanga, 2023).”
BackgroundZhang, S., Zhao, X., Zhou, T., & Kim, J. H. (2024) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-024-00467-0 · Cited by 409 · see citing works
“Therefore, in line with Mhlanga (2023), guiding students toward the correct and appropriate use of AI is crucial.”
BackgroundMohamed, A. M. (2024) · Education and Information Technologies · doi:10.1007/s10639-023-11917-z · Cited by 387 · see citing works
“By acknowledging and addressing these concerns, EFL teachers can ensure that the use of ChatGPT is ethical and promotes responsible technology use (Mhlanga, 2023).”
Wamba, S. F., de Queiroz, M. M., Jabbour, C. J. C., & Shi, C. (2023) · International Journal of Production Economics · doi:10.1016/j.ijpe.2023.109015 · Cited by 346 · see citing works
ChatGPT: Empowering lifelong learning in the digital age of higher education
Rawas, S. (2024) · Education and Information Technologies · doi:10.1007/s10639-023-12114-8 · Cited by 310 · see citing works
“The main difficulties with ChatGPT in higher education are covered in this section (Atlas, 2023; Sullivan et al., 2023; Mhlanga, 2023).”
ChatGPT for Education and Research: A Review of Benefits and Risks
Sok, S., & Heng, K. (2023) · doi:10.2139/ssrn.4378735 · Cited by 386 · see citing works
Chaudhry, I. S., Sarwary, S. A. M., El Refae, G. A., & Chabchoub, H. (2023) · Cogent Education · doi:10.1080/2331186x.2023.2210461 · Cited by 262 · see citing works
“They must be trained on how to make ethical use of AI bot for learning purposes and the importance of being original in ideas (Mhlanga, 2023).”
BackgroundPerkins, M., Furze, L., Roe, J., & MacVaugh, J. (2024) · Journal of University Teaching and Learning Practice · doi:10.53761/q3azde36 · Cited by 291 · see citing works
“…of how these technologies align with pedagogical objectives, and for educators and policymakers, academic integrity, ethical usage, and the development of critical thinking skills are of particular concern (Cotton et al., 2023; Mhlanga, 2023; Perkins et al., 2023; Rusandi et al., 2023).”
BackgroundEnhancing Student Engagement: Harnessing “AIED”’s Power in Hybrid Education—A Review Analysis
Almusaed, A., Almssad, A., Yitmen, İ., & Homod, R. Z. (2023) · Education Sciences · doi:10.3390/educsci13070632 · Cited by 316 · see citing works
“Thus, accuracy cannot be guaranteed [44].”
Exploring the integration of ChatGPT in education: adapting for the future
Elbanna, S., & Armstrong, L. (2024) · Management & Sustainability: An Arab Review · doi:10.1108/msar-03-2023-0016 · Cited by 238 · see citing works
Ruiz, L. M. S., Moll-López, S., Nuñez-Pérez, A., Moraño, J.-A., & Vega-Fleitas, E. (2023) · Applied Sciences · doi:10.3390/app13106039 · Cited by 271 · see citing works
The use of ChatGPT in the digital era: Perspectives on chatbot implementation
Limna, P., Kraiwanit, T., Jangjarat, K., Klayklung, P., & Chocksathaporn, P. (2023) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2023.6.1.32 · Cited by 217 · see citing works
Students' perceptions of using ChatGPT in a physics class as a virtual tutor
Ding, L., Li, T., Jiang, S., & Gapud, A. (2023) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-023-00434-1 · Cited by 208 · see citing works
“It is crucial to recognize that the objectivity and accuracy of artificial intelligence are contingent on the quality of the training data (Mhlanga, 2023).”
BackgroundResultAnsari, A. N., Ahmad, S., & Bhutta, S. M. (2024) · Education and Information Technologies · doi:10.1007/s10639-023-12223-4 · Cited by 198 · see citing works
“The studies reported that teachers utilize ChatGPT for various purposes, including personal and professional learning, improving teaching practices and student outcomes, assessing students’ learning, and academic research (Annuš, 2023; Mhlanga, 2023; Rahman & Watanobe, 2023; Seetharaman, 2023).”
Sohail, S. S., Farhat, F., Himeur, Y., Nadeem, M., Madsen, D. Ø., Singh, Y., Atalla, S., & Mansoor, W. (2023) · Journal of King Saud University - Computer and Information Sciences · doi:10.1016/j.jksuci.2023.101675 · Cited by 192 · see citing works
“However, the chatbot’s potential to generate misleading or inaccurate content raises concerns about scholarly misinformation (Mhlanga, 2023).”
A systematic review of AI-driven intelligent tutoring systems (ITS) in K-12 education
Létourneau, A., Martineau, M. D., Charland, P., Karran, A. J., Boasen, J., & Léger, P. (2025) · npj Science of Learning · doi:10.1038/s41539-025-00320-7 · Cited by 195 · see citing works
Dabis, A., & Csáki, C. (2024) · Humanities and Social Sciences Communications · doi:10.1057/s41599-024-03526-z · Cited by 181 · see citing works
“The above-mentioned promises appear to be no different in the case of using generative AI tools in education (Baskara, 2023a; Mhlanga, 2023; Yan et al. 2023).”
A 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 · see citing works
“One of the most transformative technological innovations of our era that has influenced the field of education is Artificial Intelligence (AI) [50].”
ChatGPT: The cognitive effects on learning and memory
Bai, L., Liu, X., & Su, J. (2023) · Brain‐X · doi:10.1002/brx2.30 · Cited by 182 · see citing works
Let’s Have a Chat! A Conversation with ChatGPT: Technology, Applications, and Limitations
Shahriar, S., & Hayawi, K. (2023) · Artificial Intelligence and Applications · doi:10.47852/bonviewaia3202939 · Cited by 167 · see citing works
“in education ([30], [31], [32]) Highlighted potential benefits”
BackgroundImplementing generative AI (GenAI) in higher education: A systematic review of case studies
Belkina, M., Daniel, S., Nikolic, S., Haque, R., Lyden, S., Neal, P., Grundy, S., & Hassan, G. M. (2025) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2025.100407 · Cited by 183 · see citing works
Exploring the Usage of ChatGPT in Higher Education: Frequency and Impact on Productivity
Firaina, R., & Sulisworo, D. (2023) · Buletin Edukasi Indonesia · doi:10.56741/bei.v2i01.310 · Cited by 151 · see citing works
How to harness the potential of ChatGPT in education?
Zhu, C., Sun, M., Luo, J., Li, T., Wang, M., & |, |. (2023) · Knowledge Management & E-Learning An International Journal · doi:10.34105/j.kmel.2023.15.008 · Cited by 155 · see citing works
“Some educators are afraid that students will outsource their work to ChatGPT because of its ability to rapidly generate acceptable texts, making it difficult to detect plagiarism cases (Lo, 2023; Mhlanga, 2023).”
BackgroundInfluentialChatGPT: Challenges and Benefits in Software Programming for Higher Education
da Silva, C. A. G., Ramos, F. N., de Moraes, R. V., & dos Santos, E. L. (2024) · Sustainability · doi:10.3390/su16031245 · Cited by 179 · see citing works
“ChatGPT can be an ethical [39–42] problem in education and research publications for several reasons, as shown in Table 1.”
BackgroundEntrepreneurship education in the era of generative artificial intelligence
Bell, R., & Bell, H. (2023) · Entrepreneurship Education · doi:10.1007/s41959-023-00099-x · Cited by 198 · see citing works
“, 2023; Susnjak, 2022), and the ethical concerns (Mhlanga, 2023).”
BackgroundChatGPT in education: a discourse analysis of worries and concerns on social media
Li, L., Ma, Z., Fan, L., Lee, S., Yu, H., & Hemphill, L. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-12256-9 · Cited by 201 · see citing works
“One concern revolves around the ethical implications of ChatGPT’s ability to generate scientific essays (Mhlanga, 2023), which may compromise the authenticity and originality of research (Malik et al., 2023).”
Kavadella, A., da Silva, M. A. D., Kaklamanos, E. G., Stamatopoulos, V., & Giannakopoulos, K. (2023) · JMIR Medical Education · doi:10.2196/51344 · Cited by 169 · see citing works
Raj, R., Singh, A., Kumar, V., & Verma, P. (2023) · BenchCouncil Transactions on Benchmarks, Standards and Evaluations · doi:10.1016/j.tbench.2023.100140 · Cited by 113 · see citing works
Al-Ashwal, F. Y., Zawiah, M., Gharaibeh, L., Abu-Farha, R., & Bitar, A. N. (2023) · Drug Healthcare and Patient Safety · doi:10.2147/dhps.s425858 · Cited by 125 · see citing works
ChatGPT in Dentistry: A Comprehensive Review
Alhaidry, H., Fatani, B., Alrayes, J. O., Almana, A. M., & Alfhaed, N. K. (2023) · Cureus · doi:10.7759/cureus.38317 · Cited by 133 · see citing works
“This poses a challenge in recognizing cases of plagiarism, which concerns certain educators [63].”
BackgroundExploring the impact of ChatGPT: conversational AI in education
Bettayeb, A. M., Talib, M. W. A., Altayasinah, A. Z. S., & Dakalbab, F. M. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1379796 · Cited by 197 · see citing works
Generative Artificial Intelligence in Education, Part One: the Dynamic Frontier
Hsu, Y.-C., & Ching, Y.-H. (2023) · TechTrends · doi:10.1007/s11528-023-00863-9 · Cited by 118 · see citing works
“This can result in biased and unbalanced perspectives reflected in the responses generated by the AI applications based on user queries (Mhlanga, 2023).”
BackgroundJo, H. (2023) · Telematics and Informatics · doi:10.1016/j.tele.2023.102067 · Cited by 127 · see citing works
Gökçearslan, Ş., Tosun, C., & Erdemir, Z. G. (2024) · International Journal of Technology in Education · doi:10.46328/ijte.600 · Cited by 144 · see citing works
The Social Impact of Generative AI: An Analysis on ChatGPT
Baldassarre, M. T., Caivano, D., Nieto, B. F., Gigante, D., & Ragone, A. (2023) · International Conference on Information Technology for Social Good (GoodIT) · doi:10.1145/3582515.3609555 · Cited by 127 · see citing works
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 149 · see citing works
“This can help ensure that students are consistently challenged and engaged in their learning while also preventing them from becoming overwhelmed or disheartened by content that is too difficult [44–48].”
BackgroundScaffolding Computational Thinking With ChatGPT
Liao, J., Zhong, L., Zhe, L., Xu, H., Liu, M., & Xie, T. (2024) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2024.3392896 · Cited by 113 · see citing works
“Moreover, scholars have claimed that ChatGPT might introduce new challenges and concerns in education [11], [12].”
BackgroundLuo, 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 120 · see citing works
“As Mhlanga (2023) points out, ChatGPT can design educational plans and resources based on students’ language levels and subject characteristics, offering tailored learning support.”
BackgroundInfluentialChatGPT: perspectives from human–computer interaction and psychology
Liu, J. (2024) · Frontiers in Artificial Intelligence · doi:10.3389/frai.2024.1418869 · Cited by 99 · see citing works
Khan, N., Khan, Z. A., Koubâa, A., Khan, M. K., & Salleh, R. (2024) · Connection Science · doi:10.1080/09540091.2024.2353630 · Cited by 109 · see citing works
Naidu, K., & Sevnarayan, K. (2023) · Online Journal of Communication and Media Technologies · doi:10.30935/ojcmt/13291 · Cited by 112 · see citing works
Artificial Intelligence (AI) in Higher Education: Growing Academic Integrity and Ethical Concerns
Khatri, B. B., & Karki, P. D. (2023) · Nepalese Journal of Development and Rural Studies · doi:10.3126/njdrs.v20i01.64134 · Cited by 96 · see citing works
“Moreover, AI models may replicate biases from their training datasets, affecting the objectivity of scientific research (Mhlanga, 2023).”
BackgroundSaputra, I., Astuti, M., Sayuti, M., & Kusumastuti, D. (2023) · Indonesian Journal of Computer Science · doi:10.33022/ijcs.v12i4.3266 · Cited by 122 · see citing works
Karakose, T., Demirkol, M., Yirci, R., Polat, H., Özdemir, T., & Tülübaş, T. (2023) · Administrative Sciences · doi:10.3390/admsci13070157 · Cited by 76 · see citing works
“…such as wiring poems and stories, taking life advice, producing software codes, performing mathematical calculations and statistical analysis as well as translating texts into different languages (Atlas 2023; D’Amico et al. 2023; Karakose 2023; Mhlanga 2023; Scharth 2022; van Dis et al. 2023).”
MethodRane, N. L. (2023) · SSRN Electronic Journal · doi:10.2139/ssrn.4603244 · Cited by 94 · see citing works
Lopezosa, C., Codina, L., Pont-Sorribes, C., & Vállez, M. (2023) · El Profesional de la información · doi:10.3145/epi.2023.jul.08 · Cited by 67 · see citing works
“These training recommendations align with recent studies on AI training in various fields of knowledge, thus reinforcing the findings of other researchers in this area (Halaweh, 2023; Mhlanga, 2023; Liebrenz et al., 2023, among others).”
BackgroundResultChien, C.-C., Chan, H.-Y., & Hou, H.-T. (2025) · Journal of Research on Technology in Education · doi:10.1080/15391523.2024.2338085 · Cited by 90 · see citing works
“However, ChatGPT is actually just a text generator, and at the moment it is still more difficult to get an accurate picture of the information it generates and to determine whether it is accurately related to the content of the question asked (Mhlanga, 2023).”
Dehghani, H., & Mashhadi, A. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12660-9 · Cited by 97 · see citing works
“In 2020, OpenAI introduced the GPT-3 language model, which can perform a range of natural language processing (NLP) tasks (Mhlanga, 2023).”
Zhang, C., Hu, M., Wu, W., Kamran, F., & Wang, X. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12905-7 · Cited by 95 · see citing works
“Over the past two years, the rapid advancement of generative AI, notably exemplified by OpenAI’s GPT family, has significantly impacted the educational sector (Baidoo-Anu & Ansah, 2023; Mhlanga, 2023).”
ChatGPT-Supported Education in Primary Schools: The Potential of ChatGPT for Sustainable Practices
Uğraş, H., Uğraş, M., Papadakis, S., & Kalogiannakis, M. (2024) · Sustainability · doi:10.3390/su16229855 · Cited by 116 · see citing works
Chatbots and AI in Education (AIEd) tools: The good, the bad, and the ugly
Ifelebuegu, A. O., Kulume, P., & Cherukut, P. (2023) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2023.6.2.29 · Cited by 97 · see citing works
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 136 · see citing works
“Despite the advantages, concerns exist about AI-assisted cheating among students [7, 8].”
Doğru, T., Line, N., Hanks, L., Açikgöz, F., Abbott, J., Bakir, S., Berbekova, A., Bilgihan, A., İskender, A., Kizildag, M., et al. (2023) · Tourism Economics · doi:10.1177/13548166231204065 · Cited by 90 · see citing works
“Navigating these issues is crucial in ensuring responsible and balanced integration of GAI in educational environments (Dwivedi et al., 2023; Ivanov and Soliman, 2023; Lund and Wang, 2023; Mhlanga, 2023; Mondal et al., 2023; Zhai, 2022).”
Shimizu, I., Kasai, H., Shikino, K., Araki, N., Takahashi, Z., Onodera, M., Kimura, Y., Tsukamoto, T., Yamauchi, K., Asahina, M., et al. (2023) · JMIR Medical Education · doi:10.2196/53466 · Cited by 81 · see citing works
“On the other hand, the impact of GAI on education is disputed [6], with studies raising concerns about the ethical considerations of ChatGPT [7], evaluation practices [8], scientific integrity [9], and potential negative effects on students’ higher order thinking skills [10].”
BackgroundKayalı, B., Yavuz, M., Balat, Ş., & Çalışan, M. (2023) · Australasian Journal of Educational Technology · doi:10.14742/ajet.8915 · Cited by 103 · see citing works
“Participating students formed groups and researched the answers to the questions using ChatGPT 3.5 language model developed by OpenAI (Mhlanga, 2023) for 15 minutes.”
MethodInfluentialMeron, Y., & Araci, Y. T. (2023) · Design Science · doi:10.1017/dsj.2023.28 · Cited by 80 · see citing works
“Yasemin ’ s observations align with Kasneci et al. ’ s (2023) and others (Mhlanga 2023) suggestive use of language models as complementary tools within education, to improve teaching methods and foster critical thinking in students, rather than as a replacement for human instructors.”
ResultChatGPT: Systematic Review, Applications, and Agenda for Multidisciplinary Research
Singh, H., & Singh, A. (2023) · Journal of Chinese Economic and Business Studies · doi:10.1080/14765284.2023.2210482 · Cited by 77 · see citing works
“It can write and complete computer programs, compose teleplays, and fairy tales, answer students’ queries (De Angelis et al. 2023a), compose music (Mhlanga 2023a), and help learners with their home assignments.”
BackgroundThe Benefits, Risks and Regulation of Using ChatGPT in Chinese Academia: A Content Analysis
Hung, J., & Chen, J. (2023) · Social Sciences · doi:10.3390/socsci12070380 · Cited by 84 · see citing works
“As many ChatGPT applications are either freely accessible or require a very small payment to use, instrumentalizing such technology to facilitate academic fulfilment is a cost-effective approach (Mhlanga 2023).”
BackgroundExploring ChatGPT and its impact on society
Haque, M. A., & Li, S. (2024) · AI and Ethics · doi:10.1007/s43681-024-00435-4 · Cited by 86 · see citing works
“User feedback can help identify emerging issues and guide continuous improvements [59].”
BackgroundPerceptions of Higher Education Students towards ChatGPT Usage
Das, S. R., & Madhusudan, J. V. (2024) · International Journal of Technology in Education · doi:10.46328/ijte.583 · Cited by 103 · see citing works
“…becoming main concern (Bukar et al.,2023), risk to the integrity of online exams particularly in higher education (Susnjak, 2022), personal privacy (Mhlanga, 2023), reliability issues (Cotton et al., 2023), frequent use are affecting the thinking skill of the students in daily life (Shidiq et al.,…”
Background(2023) · International Research Journal of Modernization in Engineering Technology and Science · doi:10.56726/irjmets45212 · Cited by 74 · see citing works
Gupta, P., Mahajan, R., Badhera, U., & Kushwaha, P. S. (2024) · The International Journal of Management Education · doi:10.1016/j.ijme.2024.101017 · Cited by 77 · see citing works
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 · see citing works
Malik, A., Khan, M. L., & Hussain, K. (2023) · doi:10.2139/ssrn.4413516 · Cited by 59 · see citing works
The Impact of ChatGPT on Learning Motivation: A Study Based on Self-Determination Theory
Zhou, L., & Li, J. (2023) · Education Science and Management · doi:10.56578/esm010103 · Cited by 78 · see citing works
“For instance, due to the lack of human emotion and intuition, ChatGPT may not fully comprehend the context and semantics of certain questions, leading to inaccurate or impersonal responses (Mhlanga, 2023).”
BackgroundMamo, Y., Crompton, H., Burke, D., & Nickel, C. (2024) · TechTrends · doi:10.1007/s11528-024-00954-1 · Cited by 65 · see citing works
“Furthermore, Chat-GPT, which is effectively a text generating machine, does not grasp the information it generates, nor does it judge whether it is accurate or relevant, possibly leading to the creation and distribution of false and misleading information (Mhlanga, 2023).”
Gender biases within Artificial Intelligence and ChatGPT: Evidence, Sources of Biases and Solutions
Ho, J. Q. H., Hartanto, A., Koh, A., & Majeed, N. M. (2025) · Computers in Human Behavior Artificial Humans · doi:10.1016/j.chbah.2025.100145 · Cited by 74 · see citing works
Potential and pitfalls of romantic Artificial Intelligence (AI) companions: A systematic review
Ho, J. Q. H., Hu, M., Chen, T. X., & Hartanto, A. (2025) · Computers in Human Behavior Reports · doi:10.1016/j.chbr.2025.100715 · Cited by 64 · see citing works
Olayinka, T. A. (2024) · Cogent Education · doi:10.1080/2331186x.2023.2298607 · Cited by 85 · see citing works
“Subsequently, this development has prompted many educators to embrace the acquisition of diverse technological competencies to support their teaching contexts in teacher professional development programs (Espino-D (cid:1) ı az et al., 2020; Mhlanga, 2023).”
Rane, N. (2023) · SSRN Electronic Journal · doi:10.2139/ssrn.4599104 · Cited by 53 · see citing works
Li, B., Kou, X., & Bonk, C. (2023) · Languages · doi:10.3390/languages8030197 · Cited by 50 · see citing works
“Such educators often provide guidance (e.g., Cox Communications 2023; McAfee 2023) and education on ethical use (e.g., Baidoo‑Anu and Owusu Ansah 2023; Mhlanga 2023).”
The Content Analysis of the Lesson Plans Created by ChatGPT and Google Gemini
Baytak, A. (2024) · Research in Social Sciences and Technology · doi:10.46303/ressat.2024.19 · Cited by 53 · see citing works
Dasari, D., Hendriyanto, A., Sahara, S., Suryadi, D., Muhaimin, L. H., Chao, T., & Fitriana, L. (2024) · Frontiers in Education · doi:10.3389/feduc.2023.1295413 · Cited by 65 · see citing works
A Social Perspective on AI in the Higher Education System: A Semisystematic Literature Review
Alshahrani, B. T., Pileggi, S. F., & Karimi, F. (2024) · Electronics · doi:10.3390/electronics13081572 · Cited by 72 · see citing works
Navigating LLM ethics: advancements, challenges, and future directions
Jiao, J., Afroogh, S., Xu, Y., & Phillips, C. (2025) · AI and Ethics · doi:10.1007/s43681-025-00814-5 · Cited by 125 · see citing works
“Institutional AI access varies dramatically based on funding levels and student evaluation methods become unreliable when AI assistance remains undetected.”
Moskovich, L., & Rozani, V. (2025) · BMC Medical Education · doi:10.1186/s12909-025-06702-0 · Cited by 50 · see citing works
An In-Depth Review of ChatGPT’s Pros and Cons for Learning and Teaching in Education
Samala, A. D., Zhaı, X., Aoki, K., Bojić, L., & Žikić, S. (2024) · International Journal of Interactive Mobile Technologies (iJIM) · doi:10.3991/ijim.v18i02.46509 · Cited by 75 · see citing works
Designing a course for pre-service science teachers using ChatGPT: what ChatGPT brings to the table
Okulu, H. Z., & Muslu, N. (2024) · Interactive Learning Environments · doi:10.1080/10494820.2024.2322462 · Cited by 58 · see citing works
“This outcome can be presented as evidence supporting the notion, as mentioned by Mhlanga (2023), that ChatGPT is indeed a valuable tool for generating lesson plans.”
InfluentialPotential Benefits and Risks of Artificial Intelligence in Education
Özer, M. (2024) · Bartın University Journal of Faculty of Education · doi:10.14686/buefad.1416087 · Cited by 62 · see citing works
“…all the load on these systems, instead of being supportive aids is considered to have negative effects on students' development, skill acquisition, critical thinking, problem-solving skills, and research and thinking skills (Kasneci et al., 2023; Mhlanga, 2023; Shiri, 2023, Sok & Heng, 2023).”
BackgroundDuan, H., & Wei, Z. (2024) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v25i3.7659 · Cited by 56 · see citing works
“This information informs instructional strategies tailored to individual learning styles (Mhlanga, 2023; Qadir, 2022; Thurzo et al., 2023).”
BackgroundResultHan, X., Peng, H., & Liu, M. (2025) · Educational Research Review · doi:10.1016/j.edurev.2025.100714 · Cited by 70 · see citing works
Bhaskar, P., Misra, P., & Chopra, G. (2024) · International Journal of Information and Learning Technology · doi:10.1108/ijilt-11-2023-0220 · Cited by 48 · see citing works
Çelik, F., Ersanlı, C. Y., & Arslanbay, G. (2024) · International Review of Research in Open and Distance Learning · doi:10.19173/irrodl.v25i3.7779 · Cited by 53 · see citing works
“This advancement, exemplified by the merging of generative AI and large language models such as Chat Generative Pre-Trained Transformer (ChatGPT), contributes significantly to shaping language learning experiences (Lund & Wang, 2023; Mhlanga, 2023; Pavlik, 2023; Pogla, 2023).”
MethodAlshamy, A., Al-Harthi, A. S. A., & Abdullah, S. (2025) · Education Sciences · doi:10.3390/educsci15040501 · Cited by 46 · see citing works
“Research on technology acceptance shows that while complicated tools can discourage involvement and lead to technology resistance, simplicity of use is an important factor in the acceptability of educational technology (Mhlanga, 2023; Silva et al., 2024).”
ChatGPT in Ukrainian Education: Problems and Prospects
Fiialka, S., Kornieva, Z., & Honcharuk, T. (2023) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v18i17.42215 · Cited by 45 · see citing works
Giray, L., Silos, P. Y. L. D., Adornado, A., Buelo, R. J. V., Galas, E. M., Reyes-Chua, E., Santiago, C. S., & Ulanday, M. L. P. (2024) · Internet Reference Services Quarterly · doi:10.1080/10875301.2024.2352746 · Cited by 68 · see citing works
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
“…2023 ; Tlili et al., 2023 ; Lee, 2023a ; Pavlik, 2023 ; Lund et al., 2023 ; Zhuo et al., 2023 ; Lund & Wang, 2023 ; Ali & Djalilian, 2023 ; Sallam, 2023 ; Mhlanga, 2023 ), these insights and fi ndings are intended to assist practitioners in effectively make policy for or against utilizing ChatGPT.”
BackgroundSalido, A., Syarif, I., Sitepu, M. S., Suparjan, Wana, P. R., Taufika, R., & Melisa, R. (2025) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2025.101924 · Cited by 48 · see citing works
Cassinadri, G. (2024) · Philosophy & Technology · doi:10.1007/s13347-024-00701-7 · Cited by 41 · see citing works
“…those who are simply scared of introducing ChatGPT in educational contexts due to fears that the students may excessively rely on it in a passive way, thus leading to their deskilling or preventing the development of relevant cognitive abilities (Kasneci et al., 2023; Mhlanga, 2023; Shiri, 2023).”
InfluentialGoktas, P., Kucukkaya, A., & Karacay, P. (2024) · Teaching and learning in nursing · doi:10.1016/j.teln.2023.12.014 · Cited by 43 · see citing works
Exploring factors influencing educators’ adoption of ChatGPT: a mixed method approach
Hidayat-ur-Rehman, I., & Ibrahim, Y. (2023) · Interactive Technology and Smart Education · doi:10.1108/itse-07-2023-0127 · Cited by 53 · see citing works
Katib, I., Assiri, F. Y., Abdushkour, H. A., Hamed, D., & Ragab, M. (2023) · Mathematics · doi:10.3390/math11153400 · Cited by 38 · see citing works
Potentials of ChatGPT in Computer Programming: Insights from Programming Instructors
Husain, A. (2024) · Journal of Information Technology Education Research · doi:10.28945/5240 · Cited by 57 · see citing works
“Integrating ChatGPT into educational contexts should be approached cautiously to ensure ethical use and maximize the benefits derived from ChatGPT (Mhlanga, 2023).”
BackgroundMethodInfluentialRane, N. (2024) · TESOL and Technology Studies · doi:10.48185/tts.v5i1.1000 · Cited by 86 · see citing works
“The incorporation of AI chatbots, such as ChatGPT, into the field of education raises numerous ethical considerations [18].”
BackgroundLa inteligencia artificial generativa y la educación universitaria
Mendiola, M. S., & Carbajal-Degante, E. (2023) · Perfiles Educativos · doi:10.22201/iisue.24486167e.2023.especial.61692 · Cited by 81 · see citing works
- Authors
- Mhlanga, D.
- Affiliations
- University of Johannesburg (ZA)
- Corresponding author
- Mhlanga, David
- ORCID
- Mhlanga, David
- Venue
- Sustainable development goals series
- Publisher
- Elsevier BV
- Published
- 2023
- Pages
- 387-409
- ISSN
- 2523-3084 (ISSN-L)
- OpenAlex
- W4385223296
- Cited by
- 719
- References
- 0
- Citations by year
- 2026: 92 · 2025: 183 · 2024: 261 · 2023: 182 · 2022: 1
- FWCI
- 480.26
- Type
- book chapter
- Language
- en
- Open access
- green
- doi.org
- Locations
- Sustainable development goals series (publishedVersion)
- SSRN Electronic Journal (acceptedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Social Sciences › Safety Research › Ethics and Social Impacts of AI
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Keywords
- ChatGPT, large language models, artificial intelligence in education, responsible AI use, AI ethics, lifelong learning, privacy, transparency, accountability
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
