Pondering Deeper, Ahead and Beyond Over the Use of ChatGPT in H(A)Igher Education

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Published: Dec 31, 2023
DOI: https://doi.org/10.12681/hapscpbs.36697
Keywords:
Artificial Intelligence higher education institutions ChatGPT students academics advantages disadvantages challenges concerns and risks
Elena Soroliou
MA in Education and Human Rights, National and Kapodistrian University of Athens and BA in Social and Education Policy, University of the Peloponnese, Greece.
Maria Ontil Kritikou
BA in Political Science, Department of Social Sciences, University of Crete, Greece.
Sotiris Antonopoulos
BSc student in Economics, Department of Economics, University of Piraeus, Greece.
Anna Kania
MA in English Philology, Institute of English Studies, University of Warsaw, BA in European Studies, Centre for Europe, University of Warsaw, Poland.
Abstract

While within the last months several studies reveal the real and full implementations of the cutting edge ChatGPT in higher education institutions, a comprehensive examination of its potential at the micro and macro levels of higher education is crucial. To address this gap, this policy brief scrutinises the integrated and potential capabilities of ChatGPT through three lenses-levels: student-facing, teacher-facing, and system-facing advantages, disadvantages, blind spots, challenges, and risks. The core aim of this policy brief is to research and shed light on a robust and nuanced understanding of the level of (in-)appropriateness of ChatGPT's use in higher education among core stakeholders, i.e. educators, students, and administrators, who co-sign an “educational contract” via core emerging trends and implications. Finally, a set of applicable recommendations is presented for policy makers, other interlocutors, and future researchers, in order to walk the talk for a more ethical, inclusive and equitable use of AI in higher education, since a “one-size fits all” approach should be strongly avoided.

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