review · Algorithms
A systematic review of 40 peer-reviewed studies published between 2020 and 2024 evaluates the role of ChatGPT in education using the PRISMA framework. The integration of this tool offers opportunities to foster individualised learning experiences by tailoring content to individual student needs. It also demonstrates capacity to automate grading and assessments, saving educators time and enabling them to pursue more interactive teaching methods. Significant challenges accompany these benefits. Academic integrity concerns arise from potential cheating and plagiarism, while biases in model-generated content create risks regarding fairness and inclusivity. Addressing these issues requires clear ethical governance policies to oversee responsible adoption. Maximising the effectiveness of such tools in teaching environments relies on establishing best practices and conducting further research into adaptive regulation to govern long-term pedagogical impacts.
Generative artificial intelligence is increasingly entering classrooms, offering automated grading and personalised learning support. However, without proactive governance, risks of academic dishonesty and algorithmic bias could compromise educational equity. Understanding the balance between administrative benefits and ethical challenges helps educational leaders, policymakers, and teachers implement safeguards that protect students while supporting responsible technology adoption.
The abstract reviews secondary research rather than introducing a proprietary technology, focusing on educational tools for teachers and students. Potential applications centre on automated assessment platforms and tailored learning software. Because the work is a review of existing academic literature highlighting the need for best practices and regulation rather than testing a specific product, commercial deployment pathways remain early-stage and depend on developing reliable safeguards against bias and cheating.
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This study presents a systematic review on the integration of ChatGPT in education, examining its opportunities, challenges and future directions. Utilizing the PRISMA framework, the review analyzes 40 peer-reviewed studies published from 2020 to 2024. Opportunities identified include the potential for ChatGPT to foster individualized educational experiences, tailoring learning to meet the needs of individual students. Its capacity to automate grading and assessments is noted as a time-saving measure for educators, allowing them to focus on more interactive and engaging teaching methods. However, the study also addresses significant challenges associated with utilizing ChatGPT in educational contexts. Concerns regarding academic integrity are paramount, as students might misuse ChatGPT for cheating or plagiarism. Additionally, issues such as ChatGPT bias are highlighted, raising questions about the fairness and inclusivity of ChatGPT-generated content in educational materials. The necessity for ethical governance is emphasized, underscoring the importance of establishing clear policies to guide the responsible use of AI in education. The findings highlight several key trends regarding ChatGPT’s role in enhancing personalized learning, automating assessments, and providing support to educators. The review concludes by stressing the importance of identifying best practices to optimize ChatGPT’s effectiveness in teaching and learning environments. There is a clear need for future research focusing on adaptive ChatGPT regulation, which will be essential as educational stakeholders seek to understand and manage the long-term impacts of ChatGPT integration on pedagogy.
This page summarises published work. The authoritative version sits with the publisher.
DOI: 10.3390/a18060352
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