The DOI matches its Crossref record; 83 of the 83 references it cites were found in a registry or an index.
Opportunities, challenges, and strategies for using ChatGPT in higher education: A literature review
Open accessAbstract
While there is a growing body of research on chat generative pre-trained transformer (ChatGPT) in education, there appears to be little research that provides a comprehensive review of challenges, opportunities, and strategies for the effective utilization of ChatGPT in higher education. This study aims to fill this research gap by focusing on the opportunities, challenges, and strategies for using ChatGPT in higher education. The study adopted a literature review approach and employed document analysis as a research design. It reviewed various types of documents, particularly research articles, published since 2022 when ChatGPT was launched. Based on the extensive review, the study shows that ChatGPT offers a variety of opportunities for higher education, including assessment innovation, instructional support, remote learning support, research design and development support, academic writing support, and administrative assistance and productivity. However, ChatGPT also presents a number of challenges and issues related to academic integrity, security and privacy, reliance on artificial intelligence, learning assessment, and information accuracy. The study offers a set of recommendations for the effective utilization of ChatGPT in higher education. It concludes that the application of ChatGPT in higher education presents both benefits and challenges; thus, efforts and strategies are needed to ensure the effective use of ChatGPT for academic purposes.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Research Design: Qualitative, Quantitative, and Mixed Methods Approaches
Creswell, J. W. (1994) · Cited by 35,213
ChatGPT for Good? On Opportunities and Challenges of Large Language Models for Education
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., et al. (2023) · doi:10.35542/osf.io/5er8f · Cited by 7,552
ChatGPT for good? On opportunities and challenges of large language models for education
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., et al. (2023) · Learning and Individual Differences · doi:10.1016/j.lindif.2023.102274 · Cited by 7,326 · cited 5×
“This issue can affect students ’ enthusiasm to undertake research and develop their own solutions or strategies for learning success (Farrokhnia et al., 2023; Kasneci et al., 2023).”
BackgroundInfluentialDwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., et al. (2023) · International Journal of Information Management · doi:10.1016/j.ijinfomgt.2023.102642 · Cited by 4,584
Kung, T. H., Cheatham, M., Medenilla, A., Sillos, C., De Leon, L., Elepaño, C., Madriaga, M., Aggabao, R., Diaz-Candido, G., Maningo, J., et al. (2023) · PLOS Digital Health · doi:10.1371/journal.pdig.0000198 · Cited by 4,115 · cited 1×
“…of data derived from multiple internet sources, including websites, journal articles, and textbooks (Adiguzel et al., 2023; Choi et al., 2023; Kung et al., 2023), ChatGPT is capable of generating precise responses to an array of prompts and inquiries instantaneously (Qadir, 2022) and…”
BackgroundBAİDOO-ANU, D., & OWUSU ANSAH, L. (2023) · Journal of AI · doi:10.61969/jai.1337500 · Cited by 3,939
Sallam, M. (2023) · Healthcare · doi:10.3390/healthcare11060887 · Cited by 3,126 · cited 3×
“…generate responses within seconds, research has shown that the outputs generated by it might be misleading (Day, 2023; Gordijn & Have, 2023; Hügle, 2023; Sallam, 2023; Tlili et al., 2023; Wen & Wang, 2023), which could in turn cause a destructive effect on users, particularly teachers and students.”
BackgroundMethodChatting and cheating: Ensuring academic integrity in the era of ChatGPT
Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024) · Innovations in Education and Teaching International · doi:10.1080/14703297.2023.2190148 · Cited by 3,087 · cited 9×
“The concerns have focused on academic honesty and plagiarism issues (Cotton et al., 2023), overdependence on AI (Crawford et al., 2023; Jarrah et al., 2023; Sok & Heng, 2023), misleading information (Karakose et al., 2023; Zhuo et al., 2023), and biased learning assessment (Rasul et al., 2023).”
BackgroundInfluentialChatting and Cheating. Ensuring academic integrity in the era of ChatGPT
Cotton, D., Cotton, P., & Shipway, J. R. (2023) · doi:10.35542/osf.io/mrz8h · Cited by 3,079
Baidoo-Anu, D., & Owusu Ansah, L. (2023) · doi:10.2139/ssrn.4337484 · Cited by 3,004
Research works printed but not linked: 3
- Kraugusteeliana, K., Indriana, I. H., Krisnanik, E., Muliawati, A., & Irmanda, H. N. (2023). Utilization of ChatGPT’s artificial intelligence in improving the quality and productivity of lecturers’ work. Jurnal Pendidikan Dan Konseling [Journal of Education and Counseling], 5(2), 3245-3249.
- Paré, G., & Kitsiou, S. (2017). Methods for literature reviews. In F. Lau, & C. Kuziemsky (Eds.), Handbook of eHealth evaluation: An evidence-based approach (pp. 157-180). University of Victoria.
- Turnitin. (2023). Turnitin announces AI writing detector and AI writing resource center for educators. Turnitin. https://www.turnitin.com/press/turnitin-announces-ai-writing-detector-and-ai-writing-resource-center-for-educators
Cited by
Sorted by citations
Generative AI in Higher Education: Balancing Innovation and Integrity
Francis, N. J., Jones, S., & Smith, D. P. (2025) · British Journal of Biomedical Science · doi:10.3389/bjbs.2024.14048 · Cited by 295
“Such approaches help students develop critical thinking skills about GenAI and its capabilities [43].”
The impact of ChatGPT feedback on the development of EFL students’ writing skills
Poláková, P., & Ivenz, P. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2410101 · Cited by 246
“ChatGPT can provide effective and efficient answers saving time and effort (Sok & Heng, 2024).”
InfluentialA 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
“Similarly, the opportunities identified in this study resonate with the findings on opportunities in a review by Sok and Heng (2024).”
Salih, S., Husain, O., Hamdan, M., Abdelsalam, S., Elshafie, H., & Motwakel, A. (2025) · Results in Engineering · doi:10.1016/j.rineng.2024.103837 · Cited by 74
Artificial intelligence-powered tools and academic writing: to use or not to use ChatGPT
Al-Sofi, B. (2024) · Saudi Journal of Language Studies · doi:10.1108/sjls-06-2024-0029 · Cited by 45
Wang, C., & Yin, H. (2025) · Computers & Education · doi:10.1016/j.compedu.2025.105250 · Cited by 48
Teaching and learning with AI: an Integrated AI-Oriented Pedagogical Model
Creely, E., & Carabott, K. (2025) · The Australian Educational Researcher · doi:10.1007/s13384-025-00913-6 · Cited by 86
“The positioning of GenAI in educational contexts often presents as a dichotomy (Grassini, 2023; Sok & Heng, 2024).”
Short-term learning effect of ChatGPT on pharmacy students' learning
Svendsen, K., Askar, M., Umer, D., & Halvorsen, K. H. (2024) · Exploratory Research in Clinical and Social Pharmacy · doi:10.1016/j.rcsop.2024.100478 · Cited by 30
“12 While they list many benefits, studies have reported risks such as overdependence on these tools and issues with academic integrity.”
BackgroundAbdi, A.-N. M., Omar, A. M., Ahmed, M. H., & Ahmed, A. A. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2460250 · Cited by 30
“It also assists in research design and development, aiding students in formulating research questions and structuring their written work (Sok & Heng, 2024).”
Farinosi, M., & Melchior, C. (2025) · European Journal of Education · doi:10.1111/ejed.70094 · Cited by 23
Meissner, R., Pögelt, A., Ihsberner, K., Grüttmüller, M., Tornack, S., Thor, A., Pengel, N., Wollersheim, H.-W., & Hardt, W. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1427502 · Cited by 29
Ahmed, F. R., Rushdan, E. E., Al‐Yateem, N., Almaazmi, A. N., Subu, M. A., Hijazi, H. H. A., Abdelbasset, W. K., Mottershead, R., Ahmed, A. A., & AbuRuz, M. E. (2024) · Teaching and learning in nursing · doi:10.1016/j.teln.2024.12.002 · Cited by 25
Navigating ChatGPT in ASEAN Higher Education: Ethical and Pedagogical Perspectives
Buragohain, D., & Chaudhary, S. (2025) · Computer Applications in Engineering Education · doi:10.1002/cae.70062 · Cited by 32
“Tools like Turnitin are increasingly recommended for detecting both AI ‐ generated content [63] and traditional plagiarism [64], serving both a regulatory and educational function.”
Nguyen, T. Y. P., Nguyen, N. T., & Phan, N. K. H. (2025) · International journal of AI in language education. · doi:10.54855/ijaile.25212 · Cited by 25
“ChatGPT is a supporting tool for non-native students in writing that might provide immediate information through the user's question or prompt, such as analyzing a topic, giving ideas, summarising ideas, and writing a model paragraph (Sok & Heng, 2024).”
Akbar, M. N. (2025) · Journal of Further and Higher Education · doi:10.1080/0309877x.2025.2515135 · Cited by 18
Hu, H., Zhou, Q., & Hashim, H. B. (2025) · Humanities and Social Sciences Communications · doi:10.1057/s41599-025-05351-4 · Cited by 17
“It shapes researchers ’ perceptions of their academic competence and authorship authenticity by amplifying certain dimensions of their writing performance (Sok and Heng, 2024) while potentially inhibiting others, such as critical re fl ection or original articulation (Qasem, 2023).”
Sok, S., Heng, K., & Pum, M. (2025) · SAGE Open · doi:10.1177/21582440251353575 · Cited by 25
“This result is in line with what has been discussed in previous research in different contexts (Baidoo-Anu et al., 2024; Lin & Chen, 2024; Sok & Heng, 2024a).”
InfluentialRingo, D. S. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2475268 · Cited by 18
“Additionally, some studies have examined the challenges and benefits of ChatGPT usage among higher education students (Rice et al., 2024; Sok & Heng, 2024; Zeb et al., 2024; Rasul et al., 2023).”
Awareness, perception, and adoption of ChatGPT in African HEIs: A multi-dimensional analysis
Ojubanire, O. A., Olaleye, S. A., Marhraoui, M. A., Kamihanda, M. W., Oke, O. I., & Ojubanire, O. A. (2025) · The Internet and Higher Education · doi:10.1016/j.iheduc.2025.100999 · Cited by 22
Sol, K., Heng, K., & Sok, S. (2024) · SSRN Electronic Journal · doi:10.2139/ssrn.4687461 · Cited by 16
Bouriami, A., Takhdat, K., Barkatou, S., Chiki, H., Boussaa, S., & Adib, A. R. E. (2024) · Educación Médica · doi:10.1016/j.edumed.2024.101006 · Cited by 17
Arum, R., Leon, M. D. C., Li, X., & Lopes, J. (2025) · AERA Open · doi:10.1177/23328584251331956 · Cited by 24
“Scholars have high-lighted ChatGPT’s potential utility in providing students with research and writing support (Dempere et al., 2023), personalized and immediate feedback on course assignments (Sok & Heng, 2024), and resources to overcome language barriers (Fütterer et al., 2023).”
Can ChatGPT Boost Students’ Employment Confidence? A Pioneering Booster for Career Readiness
Xiao, Y., & Li, Z. (2025) · Behavioral Sciences · doi:10.3390/bs15030362 · Cited by 19
“…its educational support beyond mere academic content, offering comprehensive assistance in writing, tutoring, and providing personalized feedback that effectively addresses student doubts and cultivates a more profound comprehension of intricate subjects (Royani et al., 2024; Sok & Heng, 2024).”
AI and ChatGPT in Higher Education: Greek Students’ Perceived Practices, Benefits, and Challenges
Κώστας, Α., Paraschou, V., Spanos, D., Tzortzoglou, F., & Sofos, A. (2025) · Education Sciences · doi:10.3390/educsci15050605 · Cited by 24
Karafil, B., & Uyar, A. (2025) · Education and Information Technologies · doi:10.1007/s10639-024-13291-w · Cited by 14
“Growing research has explored the perceptions of students and faculty members concerning the use of ChatGPT for academic purposes in higher education (Dempere et al., 2023; Hasanein & Sobaih, 2023; Sok & Heng, 2024; Strzelecki, 2023).”
Sok, S., & Heng, K. (2024) · SSRN Electronic Journal · doi:10.2139/ssrn.4806030 · Cited by 14
ChatGPT-4o for English language teaching and learning: Features, applications, and future prospectsPreprint
Pang, S., Nol, E., & Heng, K. (2024) · SSRN Electronic Journal · doi:10.2139/ssrn.4837988 · Cited by 11
Jazim, F., Al‐Mamary, Y. H., & Abubakar, A. A. (2025) · Acta Psychologica · doi:10.1016/j.actpsy.2025.105445 · Cited by 16
Madsen, D. Ø., & Toston, D. M. (2025) · Digital · doi:10.3390/digital5030024 · Cited by 16
Martha, A. S. D., Widowati, S., & Rahayu, D. P. (2025) · Journal of Information Technology Education Research · doi:10.28945/5599 · Cited by 24
The application of GPT-4 in grading design university students’ assignment: an exploratory study
Huang, Q., Willems, T., & Poon, K. W. (2025) · International Journal of Technology and Design Education · doi:10.1007/s10798-025-10022-1 · Cited by 10
AI in Criminal Justice Education: Assessing Educator’s Attitudes and Experiences
Tyler, D. H. F., Gagnon, A., & George, S. S. (2024) · Journal of Criminal Justice Education · doi:10.1080/10511253.2024.2413995 · Cited by 9
“Educators also are concerned about students’ increasing dependence on technology (George, Baskar, & Srikaanth, 2024; Sok & Heng, 2024): they fear reliance on llms will contribute to a degradation of reading comprehension skills, critical thinking skills, problem-solving skills, and decreased…”
Acceptance of Artificial Intelligence (ChatGPT) Among Trainee Teachers in Higher Education
Fraile, M. N., & Badiola, L. (2024) · Trends in Higher Education · doi:10.3390/higheredu3040063 · Cited by 9
Jiang, L., Wei, B., Qiu, N., & Huang, L. (2025) · Interactive Learning Environments · doi:10.1080/10494820.2025.2479166 · Cited by 10
“As an action guide for the innovative application of ChatGPT, policies and regulations have a positive promoting effect on promoting the application of ChatGPT in HE at the regional, colleges, and teacher levels (Sok & Heng, 2024; Zhang & Gu, 2023).”
Applications and potential of ChatGPT in dentistry: Scoping review of research perspectives
Hamada, M., Kikuchi, S., Akitomo, T., Kusaka, S., Iwamoto, Y., & Nomura, R. (2025) · Journal of Dental Sciences · doi:10.1016/j.jds.2025.08.016 · Cited by 9
“74 75 — 77 The use of chatbots in education has also been actively studied in the field of dentistry; this review analyzed 63 studies, 16 of which were related to education.”
Generative artificial intelligence in education: an umbrella review of applications and challengesPreprint
Namoun, A., Ibrahim, I. A., Mustafa, E., Alrehaili, A., Tufail, A., Shuja, J., & Bilal, K. (2024) · Research Square · doi:10.21203/rs.3.rs-4892155/v1 · Cited by 11
The Role of Generative AI in Empowering Generation Z in Higher Education
Zábojník, R., & Hromada, V. (2024) · Media & Marketing Identity · doi:10.34135/mmidentity-2024-75 · Cited by 11
Transition to Sustainable Human-Centric Education in Emerging Artificial Intelligence Industry 5.0
Oyekunle, D. O. T., Nwaiku, M., Matthew, U. O., Onyedibe, O. N., Nwanakwaugwu, A. C., Adebola, N. T., Oladipupo, M. A., & Olawoyin, O. O. (2024) · Advances in higher education and professional development book series · doi:10.4018/979-8-3693-6765-0.ch002 · Cited by 7
Bauer, N., Fütterer, T., Brucker, B., & Gerjets, P. (2026) · Computers and Education Open · doi:10.1016/j.caeo.2026.100351 · Cited by 10
Pulari, S. R., & Jacob, S. G. (2025) · Procedia Computer Science · doi:10.1016/j.procs.2025.02.122 · Cited by 8
Cabezas-Clavijo, Á., & Sidorenko-Bautista, P. (2026) · Journal of Data and Information Science · doi:10.1515/jdis-2025-0326 · Cited by 19
“…offer a wide range of opportunities for both teaching and learning, including the design of tests and assessments, support for instructional materials, promotion of classroom collaboration, and their use as personalized tutors that adapt learning to each student’s specific needs (Sok & Heng, 2024).”
Yang, H. (2026) · Journal of Geography in Higher Education · doi:10.1080/03098265.2026.2628342 · Cited by 9
Artificial Intelligence Driven Course Generation: A Case Study Using ChatGPT
Rouabhia, D. (2024) · أطراس · doi:10.70091/atras/ai.18 · Cited by 10
“AI-driven content generation can significantly increase productivity by automating the time-consuming process of course creation, aligning with the productivity gains noted by Prieto, Mengiste, and García De Soto (2023) and Sok and Heng (2024).”
BackgroundMethodInfluentialRedefining Literature Education: The Role of ChatGPT in Undergraduate Courses
Bellot, A. R., Gutiérrez‐Colón, M., & Baran, K. A. (2025) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-025-00497-3 · Cited by 10
“Sok and Heng ( 2024 ) bring to light the promising capabilities of ChatGPT in higher education, suggesting that it “has the potential to enable teachers to create a range of stimulating and fun activi - ties, resulting in an increase in student engagement” (11).”
Cabuquin, J. C., Acidre, M. A. S. T., Manabat, M. A. A., Aruta, M. G. H., Sangutan, J., & Yu, R. F. B. (2024) · Salud Ciencia y Tecnología - Serie de Conferencias · doi:10.56294/sctconf2024.1205 · Cited by 15
Tyler, D. H. F., George, S. S., Gagnon, A., & Howard, J. (2025) · Journal of Criminal Justice Education · doi:10.1080/10511253.2025.2506435 · Cited by 5
Reading the Readers Mind through Eye Tracking: Can AI Generated Texts Match Human Authors?
Ilyas, C. M. A., Noor, S.-E., Tashk, A., Cooreman, B., Beier, S., & Bækgaard, P. (2025) · ACM Symposium on Eye Tracking Research and Applications (ETRA) · doi:10.1145/3715669.3726846 · Cited by 4
“These models can produce human-like texts that are almost identical to human-authored content, potentially revolutionizing fields such as journal-ism, literature, and academia [Bender et al. 2021; Hoffmann et al. 2022; Manning 2022; Sok and Heng 2024; Zellers et al. 2019].”
Rahman, A., Islam, M. K., Al-Mamun, A., & Islam, M. S. (2025) · F1000Research · doi:10.12688/f1000research.161351.1 · Cited by 8
Goorts, L., Hollevoet, R., Xia, V., Cammaerts, F., & Güngör, A. (2025) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2025.100475 · Cited by 7
Implications and Considerations of AI-Generative Tools for Higher Education Practices
Em, S., Mok, S., Sam, R., Pen, D., & Serey, M. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3693-7873-1.ch011 · Cited by 4
Exploring ChatGPT's Impact on Intercultural Competence
Ngo, T. T., Huong, T. T. M., Nguyen, L. T. M., & Vu, N. T. (2025) · Advances in higher education and professional development book series · doi:10.4018/979-8-3693-3506-2.ch003 · Cited by 3
Sharma, K., & Rai, P. (2026) · American Journal of Distance Education · doi:10.1080/08923647.2026.2627737 · Cited by 4
Wang, Y., 米晓雪, Tang, W., Tang, Y., & Gao, H. (2026) · Behavioral Sciences · doi:10.3390/bs16060862 · Cited by 4
“At the same time, the growing presence of AI has intensified debates about academic integrity, fairness, overreliance, and the broader effects of reliance for students’ learning and development (Ocen et al., 2025; Sok & Heng, 2024; Wu et al., 2025).”
English-Major Master's Students Regarding the Use of ChatGPT in Learning Research Writing at IUH
Truong, T. A. A., Le, H. K. N., & Nguyen, V. H. Q. (2025) · International journal of AI in language education. · doi:10.54855/ijaile.25216 · Cited by 3
“Learners also struggle with integrity, including cheating and plagiarism when using ChatGPT (Sok & Heng, 2024).”
InfluentialSelf-reported cognitive effects of AI applications on learning
Krsmanović, G., & Deek, F. P. (2025) · Journal of Higher Education Theory and Practice · doi:10.33423/jhetp.v25i1.7563 · Cited by 3
“A review of the opportunities and challenges (Sok & Heng, 2024) regarding the implementation of AI in higher education cited assessment innovation, instructional support for writing, remote learning, and research development as some of the benefits; while overreliance, security and privacy,…”
Heng, K., & Sol, K. (2024) · Cambodian Journal of Educational Research · doi:10.62037/cjer.2024.04.02.01 · Cited by 2
Begum, M., Butt, M. N., & Ullah, S. (2025) · Asian Education and Development Studies · doi:10.1108/aeds-06-2025-0257 · Cited by 2
Automatic Short‐Answer Grading in Sustainability Education: AI –Human Agreement
Emirtekin, E., & Özarslan, Y. (2025) · Journal of Computer Assisted Learning · doi:10.1002/jcal.70160 · Cited by 4
Task-Centered Analysis of Higher Education Students’ Uses of Generative Artificial Intelligence
Hershkovitz, A., Tabach, M., & Lurie, L. (2025) · Education Sciences · doi:10.3390/educsci15121676 · Cited by 4
Transforming higher education: ChatGPT as a tool for enhanced communication and collaboration
Yamson, G. C., Agbamey, J. S., Yamson, E. D., Gyampo, A. E., Nyarko, J., & Asiamah, T. A. (2026) · Artificial Intelligence in Education · doi:10.1108/aiie-03-2025-0061 · Cited by 3
GÜLDEN, B., Bilge, H., & Uysal, P. K. (2026) · International Journal of Assessment Tools in Education · doi:10.21449/ijate.1678002 · Cited by 4
“In many areas, including lesson planning and question generation, educational stakeholders use ChatGPT to save time (Fuchs, 2023; Kiryakova & Angelova, 2023; Qadir, 2023; Sok & Heng, 2023).”
Fadillah, M. A., Husin, M., Usmeldi, U., & Asrizal, A. (2026) · International Journal of Educational Reform · doi:10.1177/10567879261464157 · Cited by 3
Okunlola, J. O. (2024) · E-Journal of Humanities Arts and Social Sciences · doi:10.38159/ehass.202451114 · Cited by 2
Saranza, C., Villamar, E. M., Arlan, E. N., Francia, J., Lopio-Alas, L., & Buca, R. (2024) · International Journal of Social Science and Human Research · doi:10.47191/ijsshr/v7-i12-77 · Cited by 2
Artificial intelligence: An innovation shaping modern eye care
Munsamy, A. J. (2024) · African vision and eye health · doi:10.4102/aveh.v83i1.996 · Cited by 1
Zhang, L., Li, X., & Kong, X. (2024) · International Conference on Artificial Intelligence and Teacher Education (ICAITE) · doi:10.1145/3702386.3702391 · Cited by 1
Muhanna, W. A. A. (2025) · International Journal of Technology Enhanced Learning · doi:10.1504/ijtel.2025.146302 · Cited by 1
Looking Ahead: AI-Supported Writing in the Language Classroom
Şahin, D. (2025) · Özgür Yayınları eBooks · doi:10.58830/ozgur.pub773.c3206 · Cited by 1
Hsieh, M.-Y. (2025) · Research in Science & Technological Education · doi:10.1080/02635143.2025.2546984 · Cited by 2
“Its capabilities extend to designing interactive course schemes, adjusting curricula based on student assessments, and providing self-learning resources, thereby revolutionizing traditional pedagogical approaches (Sok and Heng 2024).”
Ati̇k, S., & Erdemi̇r, N. (2025) · BMC Psychology · doi:10.1186/s40359-025-03246-2 · Cited by 2
Balasoto, R. L., de la Peña, M. T. C., & Domingo, J. F. C. (2025) · International Journal of Research and Review · doi:10.52403/ijrr.20251144 · Cited by 3
Generative AI in Academia: How Engineering Students Perceive and Approach Ethical Challenges?
Hariyanto, D., Rafiq, A. A., Triyono, M. B., Murniati, D. E., Adinda, D., & Prihandini, T. F. (2026) · International Journal of Online and Biomedical Engineering (iJOE) · doi:10.3991/ijoe.v22i02.59281 · Cited by 2
Song, R., Alias, A. B., & Jamaludin, K. A. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1760298 · Cited by 1
Perceptions challenges and ethical concerns of ChatGPT use in Indian higher education institutions
Singh, A., Bajpai, A., & Singh, S. (2026) · Discover Education · doi:10.1007/s44217-026-01300-8 · Cited by 3
Tishenina, M. (2026) · Studies in Philosophy and Education · doi:10.1007/s11217-026-10051-w · Cited by 4
Drivers and Barriers of ChatGPT Adoption in Higher Education: Insights from Multiple Theories
Khan, J., Yaqub, R. M. S., Yaqub, M. Z., & Bibi, K. (2026) · Pakistan Journal of Commerce and Social Sciences · doi:10.64534/commer.2026.672 · Cited by 1
AI as a co-teacher in language education: A review of roles, application, and affordances
Pang, S., Vutha, C., & Heng, K. (2026) · Journal of Digital Educational Technology · doi:10.29333/jdet/18854 · Cited by 1
“As Sok and Heng (2024) noted, despite some risks such as concerns about privacy and integrity issues and overdependence on AI tools, ChatGPT offers a lot of benefits in higher education.”
Abdelmagid, A. S., Jabli, N. M., & Qahmash, A. I. (2026) · Journal of Intelligence · doi:10.3390/jintelligence14080170 · Cited by 1
Embedding Generative AI as a digital capability into a year-long MSc skills programPreprint
Smith, D. P., Sokoya, D., Moore, S., Okonkwo, C., Boyd, C., Lacey, M. M., & Francis, N. (2024) · Research Square · doi:10.21203/rs.3.rs-5204546/v1 · Cited by 1
Developing the HAKI model as a conceptual framework for AI-assisted academic research
Shahini, A. (2026) · Discover Education · doi:10.1007/s44217-026-02041-4
“Similarly, Sok and Heng [74] argued that AI literacy should become an essential component of higher education to enable researchers to engage critically and ethically with AI-assisted scholarship.”
The use of ChatGPT in higher education: Students' perceptions
Dragojević, T. N., & Turudić, J. (2024) · Nastava i vaspitanje · doi:10.5937/nasvas2403315d
OPPORTUNITIES AND DIFFICULTIES OF ARTIFICIAL INTELLIGENCE IN HIGHER
Zeinollakizy, M. (2025) · Eurasian science review. · doi:10.63034/esr-358
Joshi, M., & Bhindi, J. (2025) · Communications in computer and information science · doi:10.1007/978-3-031-86305-9_30
Yuan, Q. (2025) · International Conference on Educational and Information Technology · doi:10.1109/iceit64364.2025.10976210
“It offers a more flexible and efficient communication channel between educators and learners, facilitating knowledge sharing and discussion [4].”
OPINION MINING USING BERT REGARDING PERCEPTIONS OF CHATGPT USAGE FROM UNDERGRADUATE STUDENTSPreprint
Supriyadi, E., Mahmud, M. R., Maylawati, D. S., Ramdhani, M. A., & Pahmi, S. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5213187
Shen, Y. (2025) · Lecture Notes in Education Psychology and Public Media · doi:10.54254/2753-7048/2025.ns25850
Ruiz, P. G., Martínez-Vérez, M. V., Mesa, F. J. M., & Parejo, J. L. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5384106
BOARD # 77: Perception of the Impact of Generative Artificial Intelligence on Education
Abedoh, H., ADEIKA, B., Abiodun, P. O., Owolabi, O. A., Ajala, A. O., & Oyewande, O. V. (2025) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--55893
Ulanova, A. E., Buniakova, A. V., & Лазько, A. Ю. (2025) · Professional Discourse & Communication · doi:10.24833/2687-0126-2025-7-3-54-68
Research on the Use of ChatGPT in Programming of ICT Secondary Education
Asenov, S. M., Bundeva, M., & Chekichev, A. H. (2025) · International Scientific Conference Electronics (ET) · doi:10.1109/et66806.2025.11204028
Bellot, A. R., & Gutiérrez‐Colón, M. (2025) · Journal of Adolescent & Adult Literacy · doi:10.1002/jaal.70025 · Cited by 1
Formación universitaria temprana en producción animal con ChatGPT: Efecto del perfil del estudiante
Machado, C. F., Iglesias, J. L., Tejedo, M. E., Williams, K., Nadin, L. B., & Rodriguez, M. (2025) · Archivos Latinoamericanos de Producción Animal · doi:10.53588/alpa.330206
Using artificial intelligence in educational research: The competencies of researchers
Eid, M., Ewees, H., & Khatiry, A. R. (2025) · Innovations in Education and Teaching International · doi:10.1080/14703297.2025.2574059 · Cited by 4
Wulan, D. T., Saiful, S., & Nappu, S. (2025) · Ethical Lingua Journal of Language Teaching and Literature · doi:10.30605/25409190.859
Abdoli, B. (2025) · International Journal of Computers in Education · doi:10.64693/ijce.1794327
Troussas, C., Krouska, A., Phivos Mylonas, B., & Sgouropoulou, C. (2025) · International Workshop on Semantic and Social Media Adaptation and Personalization (SMAP) · doi:10.1109/smap66932.2025.00025
“That said, the use of ChatGPT in education is not without challenges [8-13].”
Dillon, E., Ordóñez, P., Hasan, U., Owoeye, O. N., & Dharmale, S. (2025) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie63693.2025.11328626
“…ChatGPT supports self-directed learning, helping students grasp complex concepts through interactive explanations and instant feedback, effectively supporting diverse learning styles through personalized engagement, enhancing understanding, and accommodating various student needs [26, 46].”
Adoption and use of ChatGPT among university IT students: An exploratory study
López-Mendoza, A., Roque-Hernández, R. V., & Salazar-Hernández, R. (2026) · Contemporary Educational Technology · doi:10.30935/cedtech/17864
Wang, K., Shen, L., Duan, B., Zhang, C., & Xue, Y. (2026) · Asia Pacific Journal of Education · doi:10.1080/02188791.2026.2625132
Luther, T., Belcher, K. R., Kimmerle, J., Meurers, D., & Creß, U. (2026) · International Journal of Computer-Supported Collaborative Learning · doi:10.1007/s11412-026-09470-1 · Cited by 2
“While some have called for outright bans on AI writing tools, citing threats to academic integrity and the erosion of core writing skills (Cotton et al., 2024; Sok & Heng, 2024), the discourse has shifted recently.”
Metadata
- Authors
- Sok, S., & Heng, K.
- Affiliations
- University of Puthisastra (KH)
- Paññāsāstra University of Cambodia (KH)
- Corresponding author
- Sok, Sarin
- Venue
- Journal of Digital Educational Technology
- Publisher
- Modestum Ltd
- Published
- 2024-01-01
- Volume
- 4
- Issue
- 1
- Pages
- ep2401
- ISSN
- 2752-5503 (ISSN-L)
- OpenAlex
- W4389733229
- Cited by
- 120
- References
- 77
- Citations by year
- 2026: 39 · 2025: 56 · 2024: 25
- FWCI
- 28.17
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by
- Locations
- Journal of Digital Educational Technology (publishedVersion, cc-by)
- 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 › Artificial Intelligence Applications
- Keywords
- ChatGPT, large language models, higher education, artificial intelligence in education, academic integrity, assessment innovation, academic writing support, AI reliance, information accuracy, privacy and security, pedagogical support, research support
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
