PARENTS’ VIEWS ON THE USE OF AI-BASED CHATBOTS SUCH AS ChatGPT IN HIGH SCHOOL (STEM) EDUCATION
Open accessAbstract
As digital technology becomes increasingly available in education, educational researchers around the globe increasingly have to confront how it may affect school students’ academic success. The use and potential benefits of AI-based chatbots such as ChatGPT within high school (STEM) education is a novel area of educational research with a broad variety of research gaps. To the best of my knowledge, this is especially true when it comes to parents’ views in this regard. Therefore, it is plausible to assume that delving into an in-depth inquiry of parents’ attitudes, perspectives, and concerns about the use of such chatbots in educational settings would substantially contribute to bridging some crucial voids in our understanding of the overall impact of these digital technologies on high school (STEM) education and thus may be a particularly promising area for future research.
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Parents are generally optimistic about using AI in education and think it can improve student performance and offer them valuable learning assistance.
“Recent studies indicate that parents are generally optimistic about using AI in education and think it can improve student performance and offer them valuable learning assistance [10][11].”
From AI-Assisted Instruction: Teachers’ Practices and Parents’ Perspectives (2025) · cites this paper as [11]
The Figure 1 discussion reports that a majority of surveyed parents thought AI-based chatbots may enhance learning in high school STEM classes and considered them valuable for teaching and learning. It does not establish improved student performance, and the Outlook cautions that this small convenience sample is not generalizable to parents overall; views on broader use across subjects were mixed. (LLM, conf=0.84)
Experimental — accuracy not yet measuredFeser (2024) established that parents approved the integration of AI chatbots like ChatGPT in high school STEM education because they deemed it a valuable tool for improving learning.
“For instance, Feser (2024) established that parents approved the integration of AI chatbots like ChatGPT in high school STEM education because they deemed it a valuable tool for improving learning.”
From AI-Assisted Instruction: Teachers’ Practices and Parents’ Perspectives (2025) · cites this paper as Feser (2024)
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Research works printed but not linked: 1
- Ceka, A., & Murati, R. (2016). The role of parents in the education of children. Journal of Education and Practice, 7(5), 61-64. https://files.eric.ed.gov/fulltext/EJ1092391.pdf
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AI-Assisted Instruction: Teachers’ Practices and Parents’ Perspectives
H. Bowle, M., & Gaza, J. S. (2025) · International Journal of Innovative Science and Research Technology · doi:10.38124/ijisrt/25jun939
- Authors
- Feser, M. S.
- Affiliations
- Leibniz Institute for Science and Mathematics Education (DE)
- Corresponding author
- Feser, Markus Sebastian
- Venue
- Journal of Baltic Science Education
- Publisher
- Scientia Socialis Ltd
- Published
- 2024-02-28
- Volume
- 23
- Issue
- 1
- Pages
- 4-8
- ISSN
- 1648-3898 (ISSN-L)
- 2538-7138
- OpenAlex
- W4392584033
- Cited by
- 7
- References
- 19
- Citations by year
- 2026: 2 · 2025: 4 · 2024: 1
- FWCI
- 2.64
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc
- Locations
- Journal of Baltic Science Education (publishedVersion, cc-by-nc)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Physical Sciences › Computer Science › Artificial Intelligence › AI in Service Interactions
- Keywords
- ChatGPT, AI chatbots, parental attitudes, upper secondary school, STEM education, generative AI in education, parental concerns, digital technologies in schools
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