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Cited by 146Artificial Intelligence in EducationEthics and Social Impacts of AIArtificial Intelligence in Healthcare and Education

Exploring the ethical considerations of using Chat GPT in university education

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Huallpa, et al., Jorge Jinchuña·2023·Periodicals of Engineering and Natural Sciences (PEN)
DOI 10.21533/pen.v11i4.3770
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Abstract

This study investigates the moral dilemmas that arise with incorporating Chat GPT into higher education, with a focus on the situation in Latinoamerican institutions of higher learning. The study surveyed 220 people via online questionnaire to learn more about their experiences with and motivations for using AI-powered conversational agents. An overview of the demographics of the participants was provided through descriptive statistics. This investigation of the subject at hand lays the groundwork for further research. It also reveals the hidden meanings of the observed phenomena, and it suggests possible solutions to the problems that have been uncovered. This research looks at how AI systems and chatbots can supplement human knowledge and judgment, as well as their potential drawbacks. The results showed that participants thought Chat GPT integration was moderately accessible and had moderately positive social attitudes. They understood the value and responsibility of Chat GPT in creating individualized educational opportunities. Participants stressed the necessity for explicit institutional standards regarding privacy and data security. Gender, age, sense of accessibility, social attitude, opinions, and personal experience, privacy and data security, institutional guidelines, and individualized learning were also found to affect participants' reliance on AI through regression analysis. The findings shed light on how the integration of Chat GPT into Latinoamerican higher education is complicated by factors such as individual beliefs, cultural norms, and ethical problems. The busy schedules of students may be accommodated and the resources they need to succeed can be made available thanks to this adaptability. In addition, natural language processing models can offer students instantaneous help via text chat, voice, or video. To fully grasp the ethical consequences and lead the creation of responsible implementation techniques, the research proposes that additional qualitative investigations, longitudinal studies, and comparative research across diverse contexts is required. Closing these knowledge gaps will help move the conversational AI field forward in ways that are ethical and beneficial to the classroom.

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  • Academic discussion around the use of GenAI centres largely around concerns of plagiarism and poor academic practice, with some debate around considerations of bias and reliability and accuracy of outputs, although its use and impacts in higher education are gaining traction for pedagogic research agendas.

    “Academic discussion around the use of GenAI centres largely around concerns of plagiarism and poor academic practice (Huallpa 2023), with some debate around considerations of bias and reliability and accuracy of outputs (Rane et al. 2023), although its use and impacts in higher education are gaining traction for pedagogic research agendas.”

    From Generative AI: reconfiguring supervision and doctoral research (2025) · cites this paper as Huallpa 2023

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  1. S. A. S. Muñoz, G. G. Gayoso, A. C. Huambo, R. D. C. Tapia, J. L. Incaluque, and O. E. P. Aguila, "Examining the impacts of ChatGPT on student motivation and engagement," Przestrzen Spoleczna, vol. 23, no. 1, pp. 1-27, 2023.
  2. E. B. R. Mansilla, R. Y. Castillo-Acobo, E. G. M. Puma, Y. M. Maquera, J. L. A. Gonzales, and M. J. Vasquez-Pauca, "Stress in university teachers in the framework of the post-pandemic face-to-face academic resumption," Journal of Medicinal and Chemical Sciences, vol. 5, no. 6, pp. 1040-1047, 2022.
  3. W. R. M. Ramos et al., "Responsible leadership: A comparative study between Latinoamerican national and private universities," Eurasian Journal of Educational Research, no. 99, pp. 143-154, 2022.
  4. J. C. Orosco Gavilán, D. Zapana Díaz, J. Jinchuña Huallpa, J. L. Bustinza Cabala, O. E. Pongo Aguila, and E. G. Martínez Puma, "Technological social responsibility in university professors," Eurasian Journal of Educational Research, no. 100, 2022.
  5. B. Rathore, "Future of AI & generation alpha: ChatGPT beyond boundaries," EIPRMJ, vol. 12, no. 1, pp. 63-68, 2023.
  6. A. H. M. Alaidi, and F. T. Abed, "Attendance System Design And Implementation Based On Radio Frequency Identification (RFID) And Arduino," Journal of Advanced Research in Dynamical Control Systems, vol. 10, no. SI4, pp. 1342-1347, 2018.

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Authors
Huallpa, E. A.
Corresponding author
Huallpa, et al., Jorge Jinchuña
Venue
Periodicals of Engineering and Natural Sciences (PEN)
Publisher
International University of Sarajevo
Published
2023-08-30
Volume
11
Issue
4
Pages
105
ISSN
2303-4521 (ISSN-L)
DOI
10.21533/pen.v11i4.3770
OpenAlex
W4395099925
Cited by
145
References
45
Citations by year
2026: 22 · 2025: 59 · 2024: 54 · 2023: 10
FWCI
34.04
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • Periodicals of Engineering and Natural Sciences (PEN) (publishedVersion, cc-by)
  • Periodicals of Engineering and Natural Sciences (International University of Sarajevo) (submittedVersion, cc-by)
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, artificial intelligence in higher education, ethical considerations, chatbots, student attitudes toward AI, privacy and data security, institutional guidelines, personalized learning, AI reliance, gender and age differences, responsible AI deployment

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