The impact of ChatGPT on teaching and learning in higher education: Exploring the dual perspectives of participants who were students and teachers

Abstract

AbstractThis study explored the perceived impact of integrating Generative Artificial Intelligence Systems (GenAI) such as ChatGPT into a postgraduate Master of Education program, drawing on the dual perspectives of participants who were students and educators teaching students at different levels of education in England. Using the Situated Expectancy‐Value Theory and Activity‐Centered Analysis and Design theoretical frameworks, the findings revealed opportunities, benefits, and challenges. Benefits included personalized learning and efficiencies in course design while the challenges consisted of ethical concerns, holistic skill development and problem solving. The surprising outcome of this study was the strong emotive anxiety around using AI and GenAI in participants’ academic and personal lives. A balanced, critically reflective approach can help realize ChatGPT's educational potential while navigating implementation barriers and associated challenges. Participants insights can add to the dialogue negotiating ways of effectively integrating GenAI into the higher education curriculum.Practical Takeaways Foster collaboration: Educators and students should work together to develop critical evaluation skills, ethical frameworks, and adaptive strategies for responsible GenAI use. Prioritize ethical considerations: Promote ongoing reflection on the personal and academic implications of GenAI, including potential biases and impacts on equity. Balance innovation with traditional skills: Emphasize that GenAI augments, rather than replaces, core academic skills like critical thinking, source verification, and effective communication. Align with student values: To sustain engagement, connect GenAI's use with students' immediate goals, future aspirations, and the potential to improve their learning experiences and outcomes.