ChatGPT is not capable of serving as an author: ethical concerns and challenges of large language models in education
Open accessAbstract
This research delves into the dynamic role of ChatGPT and similar large language models within the realm of education.It sheds light on their set of limitations, ethical concerns, and challenges that must be addressed thoughtfully, offering a comprehensive exploration of their implications in various educational contexts and the evolving landscape of teaching, research, and scholarly communication.The paper initiates its exploration by investigating how ChatGPT can be applied in scientific writing and publishing.Furthermore, the paper critically assesses the constraints associated with utilizing ChatGPT in education.It acknowledges the model's limitations in generating authoritative content, comprehending complex subject matter, and ensuring information accuracy.These limitations, thoroughly examined, present substantial obstacles to the integration of ChatGPT into educational practices.The research also addresses the ethical dilemmas and potential pitfalls that arise from a heavy reliance on generative AI in education.It delves into issues of bias, accountability, and the dissemination of misinformation.These considerations emphasize the importance of maintaining human agency and oversight in educational settings, promoting the responsible use of AI.The paper further explores the impact of ChatGPT on academic research, both in terms of augmenting research productivity and potential risks to the rigor and authenticity of scholarly work.Strategies and tools for detecting and mitigating instances of academic misconduct involving AI-generated content are examined in detail.Additionally, the research investigates the role of ChatGPT in enhancing critical thinking skills among students, educators, and researchers.It explores the potential for innovative pedagogical methods that leverage generative AI to foster improved critical thinking.Moreover, the paper considers the implications of ChatGPT on educational policy, encompassing issues such as privacy concerns, intellectual property rights, and the necessity for regulations in the evolving landscape of AI in education.These insights are invaluable for educators, researchers, policymakers, and stakeholders seeking to harness the benefits of generative AI while navigating the associated challenges in the realm of education.
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The privacy-protective behavior scale was developed using a multi-step process including theoretical grounding, qualitative interviews with 10 frequent GAI users, expert review by three scholars, and a pilot test (N = 102).
“These items were developed using a multi-step process: (1) theoretical grounding from recent literature on privacy in AI (e.g., Rane et al. 2023;Wu et al. 2024), (2) qualitative interviews with 10 frequent GAI users, (3) expert review by three scholars specializing in AI and privacy, and (4) a pilot test (N = 102), after which lowperforming items were revised or removed.”
From Bridging risk and retention: risk coping with privacy and hallucination in AI (2026) · cites this paper as Rane et al. 2023
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Dindorf, C., Weisenburger, F., Bartaguiz, E., Dully, J., Klappenberger, L., Lang, V., Zimmermann, L., Fröhlich, M., & Seibert, J. (2024) · Education Sciences · doi:10.3390/educsci14050531 · Cited by 6 · see citing works
Unveiling Ethical Challenges and Malpractice in Academic Research and Integrity
Bist, A. S., Rawat, B., Rahardja, U., Hardini, M. G., & Kamal, M. (2024) · International Conference on Creative Communication and Innovative Technology (ICCIT) · doi:10.1109/iccit62134.2024.10701090 · Cited by 6 · see citing works
ChatGPT as a Tool for Equitable Education in Engineering Classes
Ghosh, S. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--48458 · Cited by 5 · see citing works
Wong, E. K. C., & Chiu, D. K. W. (2025) · Journal of Librarianship and Information Science · doi:10.1177/09610006251331977 · Cited by 8 · see citing works
“They should discuss with students the potential risks and implications of over-reliance on AI for information seeking, such as the spread of misinformation, lack of original thinking, and ethical concerns around plagiarism or academic dishonesty (Rane et al., 2023; Zhai et al., 2024).”
Creative Products and Artificial Intelligence
Cropley, D. H., Marrone, R. L., Medeiros, K. E., & van Broekhoven, K. (2025) · Springer eBooks · doi:10.1007/978-3-031-82415-9_3 · Cited by 4 · see citing works
ChatGPT and Generative AI in Educational Ecosystems
Haidar, A. (2024) · Advances in educational marketing, administration, and leadership book series · doi:10.4018/979-8-3693-1536-1.ch004 · Cited by 4 · see citing works
Nguyen, M. N., Thanh, B. N., Vo, D. T. H., Pham, T. T. T., Trung, H. T., & Xuan, S. H. (2024) · SSRN Electronic Journal · doi:10.2139/ssrn.4752229 · Cited by 16 · see citing works
Assessing the Influence of AI on Modern Student Writing Standards: An Educators' Perspective
Alhajji, R. (2024) · Research Journal in Advanced Humanities · doi:10.58256/5tpepv73 · Cited by 5 · see citing works
“This is because Rane et al. (2023) denoted excessive reliance on the ChatGPT-generated content might discourage them from nurturing their ideas and creativity thereby depriving them of all the opportunities to cultivate unique perspectives and problem-solving abilities.”
Use of ChatGPT as a supplemental learning tool in mathematics
Sosas, M. R. D., fat, A., Dangculos, J. M. M., Anoba, H. R. P., Remiscal, C. G., & Aleguen, J. M. (2026) · Contemporary Mathematics and Science Education · doi:10.30935/conmaths/17989 · Cited by 2 · see citing works
“These contributions provide a foundation for future studies to critically explore AI adoption in mathematics education and inform teacher preparation programs on how to guide ethical, effective, and pedagogically sound use of emerging AI tools.”
Navigating the Ethical Landscape
Bhardwaj, S., Sharma, M., Dixit, J. K., Agrawal, V., Agarwal, S., & Saxena, A. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-1798-3.ch013 · Cited by 2 · see citing works
Luciano, R. G. (2024) · International Journal of Learning Teaching and Educational Research · doi:10.26803/ijlter.23.12.5 · Cited by 6 · see citing works
“Despite its potential, the use of ChatGPT also introduces ethical dilemmas, raising concerns about academic integrity, over-reliance on automation, and the evolving role of human cognition in education (Rane, 2023).”
Exploring the Role of Generative AI Tools Among the Undergraduates of HEIs in Sultanate of Oman
Suresh, S. P., Simon, S., & Nithyananda, S. (2024) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-83549-486-820241016 · Cited by 1 · see citing works
Wang, W., Li, Y., & Wu, Y. J. (2025) · Springer proceedings in complexity · doi:10.1007/978-3-031-78623-5_12 · Cited by 1 · see citing works
Hansen, J. M., Ferrell, O. C., Ferrell, L. K., Levin, M. A., Wilson, P., & Cloud, K. (2025) · Journal of Macromarketing · doi:10.1177/02761467251363569 · Cited by 2 · see citing works
“A growing stream of studies has focused on how professors and universities could combat students ’ unethical usage of GenAI in course assignments (e.g., Crawford et al., 2023; Ibrahim et al., 2023; Kenwright, 2024; Rane et al., 2023).”
Evaluating the Role of Chatbots in Higher Education Based on Students’ Experiences
Duda, E., Młynarczyk-Karabin, E., & Więckiewicz-Modrzewska, J. (2025) · Lecture notes in computer science · doi:10.1007/978-3-032-01429-0_25 · Cited by 1 · see citing works
Designing Education for the AI Era: Principles for Integrating LLMs in Pedagogy
Biscalchin, A., Sarkheyli-Hägele, A., Eriksson, J., & Vogel, B. (2025) · International Conference on Software, Telecommunications and Computer Networks (SoftCOM) · doi:10.23919/softcom66362.2025.11197458 · Cited by 2 · see citing works
Chu, H., Yin, C., & Chang, C. (2026) · Education and Information Technologies · doi:10.1007/s10639-026-14076-z · Cited by 1 · see citing works
“…modeling problem-solving strategies, and providing feedback (Hwang & Chen, 2023 ); as a peer or collaborator in cooperative learning tasks (Rane et al., 2023 ); as a domain expert offering professional advice (Liu et al., 2023 ); or as a learning tool that supports data collection,…”
Comparative Analysis of Copilot 4 and Chatgpt 4 for Literary Translation: A Comprehensive EvaluationPreprint
Ed-Dali, R. (2024) · SSRN Electronic Journal · doi:10.2139/ssrn.4782157 · Cited by 1 · see citing works
Bridging risk and retention: risk coping with privacy and hallucination in AI
Shin, D., Rasul, A., & Shahzad, K. (2026) · AI & SOCIETY · doi:10.1007/s00146-026-03127-1
“These items were developed using a multi-step process: (1) theoretical grounding from recent literature on privacy in AI (e.g., Rane et al. 2023; Wu et al. 2024), (2) qualitative interviews with 10 frequent GAI users, (3) expert review by three scholars specializing in AI and privacy, and (4) a…”
Thambirajah, J. I. (2024) · International Journal For Multidisciplinary Research · doi:10.36948/ijfmr.2024.v06i03.23153
Atieku-Boateng, H., Osei, R. D., Aryee, V., Essien, L., & Atieku-Boateng, B. (2024) · Research Square · doi:10.21203/rs.3.rs-4550887/v1 · Cited by 1 · see citing works
The Impact of Generative AI on Education
Bahri, N. E., Itahriouan, Z., & Abtoy, A. (2025) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3373-2262-9.ch002
ChatGPT use among medical writers: A knowledge, attitude, and practices survey
Juneja, S. K., Ahaley, S. S., Pandey, A., & Vijayakumar, S. (2025) · Medical Writing · doi:10.56012/bqup6837
Jing</p>, <. (2025) · International Journal of New Developments in Education · doi:10.25236/ijnde.2025.070604
Challenges of secondary mathematics pre-service teachers in using ChatGPT in mathematics learning
Dangculos, J. M. M., Sosas, M. R. D., Aleguen, J. M., & Kintanar, F. C. (2026) · Contemporary Mathematics and Science Education · doi:10.30935/conmaths/18444
“The admission of cheating by one participant highlights ethical risks associated with unregulated AI use, reinforcing concerns that ChatGPT can undermine academic integrity (Rane et al., 2023).”
Pham, A. N. M. (2026) · International Conference on Educational and Information Technology · doi:10.1109/iceit68991.2026.11521735
“A questionnaire consisting of 14 items adapted from the previous studies by [5], [35], [36] was used to collect the data.”
Türkçe Öğretiminde Üretken Yapay Zekâ: Öğretim Elemanlarının Algı, Fırsat ve Risk Değerlendirmeleri
Türker, M. S., GÜLEÇ, E., Yavaşlar, E., & Altıntaş, N. (2026) · Dil Eğitimi ve Araştırmaları Dergisi · doi:10.31464/jlere.1893084
- Venue
- International Research Journal of Modernization in Engineering Technology and Science
- Published
- 2023-10-12
- ISSN
- 2582-5208 (ISSN-L)
- OpenAlex
- W4387576300
- Cited by
- 74
- References
- 56
- Citations by year
- 2026: 8 · 2025: 28 · 2024: 30 · 2023: 8
- FWCI
- 13.39
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- other-oa
- Locations
- International Research Journal of Modernization in Engineering Technology and Science (publishedVersion, other-oa)
- 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, generative AI in education, AI authorship, AI-generated content, academic misconduct detection, misinformation, algorithmic bias, accountability, critical thinking, AI in teaching, AI regulation in education, privacy, intellectual property
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