A global triangulation approach to ChatGPT integration in education

Abstract

This study investigated the utilization of ChatGPT in education through a data triangulation methodology that analyzed the perspectives of artificial intelligence experts, researchers, educators, and students. The objective was to construct a comprehensive understanding of the role of emerging AI technology in the educational context. A total of 16 artificial intelligence experts, 5 researchers, 9 educators, and 14 students from 13 countries were consulted for this study, and the analysis yielded both consensus points and divergent insights among the different groups. This study revealed a shared recognition of ChatGPT's potential benefits in enhancing productivity, providing resources, and facilitating homework and research tasks. However, the analysis also identified common concerns, including issues related to academic dishonesty, accuracy, and the impact on learning motivation and traditional pedagogy. Additionally, a consensus emerged on the necessity of adapting the education system for responsible AI integration with an emphasis on preparing students and educators for the future by addressing AI's limitations and ethical implications. Significant insights emerged from each group: AI experts emphasized the necessity for responsibility and guidance in the utilization of AI tools, highlighting limitations in understanding and response accuracy, stressing the need for educational strategies to regulate ChatGPT usage; educators expressed concerns about AI replacing humans in education, emphasizing adapting pedagogical methods, and students raised ethical concerns, particularly about academic dishonesty and the impact of AI on creativity and ethics. These findings support the development of targeted integration strategies for ChatGPT in educational contexts, underscoring the importance of considering both shared and individual stakeholder perspectives in this regard.

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