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Cited by 125Artificial Intelligence in EducationArtificial Intelligence in Healthcare and EducationArtificial Intelligence Applications

Integrating Generative AI in education: How ChatGPT brings challenges for future learning and teaching

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Wu, Yi·2023·Journal of Advanced Research in Education
DOI 10.56397/jare.2023.07.02
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  • For educators, the need to learn about AI and address it in teaching brings extra requirements for their knowledge and skills.

    “Specifically, for educators, the need to learn about AI and address it in teaching brings extra requirements for their knowledge and skills [5].”

    From AI Governance in Higher Education: Case Studies of Guidance at Big Ten Universities (2024) · cites this paper as [5]

    The Introduction and “3. Challenges Brought” say ChatGPT is changing teaching and that integrating it requires careful pedagogical consideration. They do not say educators must learn about AI or acquire additional knowledge and skills, so that part of the attributed claim is unsupported. (LLM, conf=0.78)

    Experimental — accuracy not yet measured

  • The rapid growth of GenAI raises important concerns about academic integrity, overreliance, and the reliability of AI-generated content, particularly when students use such tools without sufficient judgment or verification.

    “However, its rapid growth also raises important concerns about academic integrity, overreliance, and the reliability of AI-generated content, particularly when students use such tools without sufficient judgment or verification [3,25,26].”

    From Engineering student perceptions of generative AI use in learning trust judgment and information seeking (2026) · cites this paper as [26]

    In “The Future Is Now” (page unavailable), the paper raises cheating as a concern amid ChatGPT’s rapid adoption. “Hindered social learning due to reduction of face-to-face interaction” warns that students who overly depend on its answers may lose opportunities to develop critical thinking. The copy does not specifically address the reliability of AI-generated content or students’ verification of its outputs. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

  • Existing work shows that although GenAI may strengthen autonomy, personalization, and learner confidence, excessive reliance may also create risks such as cognitive overload, reduced critical thinking, and weaker social learning.

    “Existing work shows that although these tools may strengthen autonomy, personalization, and learner confidence, excessive reliance may also create risks such as cognitive overload, reduced critical thinking, and weaker social learning [26].”

    From Engineering student perceptions of generative AI use in learning trust judgment and information seeking (2026) · cites this paper as [26]

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Authors
Wu, Y.
Affiliations
University of California, Berkeley (US)
Corresponding author
Wu, Yi
ORCID
Wu, Yi
Venue
Journal of Advanced Research in Education
Publisher
Paradigm Academic Press Limited
Published
2023-09
Volume
2
Issue
4
Pages
6-10
ISSN
2709-3980 (ISSN-L)
DOI
10.56397/jare.2023.07.02
OpenAlex
W4379046986
Cited by
124
References
1
Citations by year
2026: 27 · 2025: 62 · 2024: 33 · 2023: 2
FWCI
29.11
Type
journal article
Language
en
Open access
Locations
Journal of Advanced Research in Education (publishedVersion)
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 › Artificial Intelligence Applications
Keywords
generative AI, ChatGPT, artificial intelligence in education, future of learning, educational challenges, educational technology

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