Abstract
As digital technology becomes increasingly available in education, educational researchers around the globe increasingly have to confront how it may affect school students’ academic success. The use and potential benefits of AI-based chatbots such as ChatGPT within high school (STEM) education is a novel area of educational research with a broad variety of research gaps. To the best of my knowledge, this is especially true when it comes to parents’ views in this regard. Therefore, it is plausible to assume that delving into an in-depth inquiry of parents’ attitudes, perspectives, and concerns about the use of such chatbots in educational settings would substantially contribute to bridging some crucial voids in our understanding of the overall impact of these digital technologies on high school (STEM) education and thus may be a particularly promising area for future research.
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