Integrating ChatGPT in Higher Education: Can Guidelines and Reforms Unlock Opportunity while Containing Risk?

Description

Page: 1744-1747

DOI: https://doi.org/10.5281/zenodo.17828384

Munienge Mbodila (Department of Networking and IT Support, Walter Sisulu University, South Africa)

Large language Models (LLMs) exemplified by generative artificial intelligence (GenAI) such as ChatGPT, constitute a paradigm shift in higher education. This technology marks a paradigm shift, bringing with it both enormous opportunities to enhance teaching, accessibility, and efficiency as well as enormous challenges related to academic integrity, critical thinking, and ethical application. This paper summarises ChatGPT’s two effects, looking at how it could support individual learning, automate administrative tasks, and support innovative teaching in the classroom. However, it also examines significant risks such as the dissemination of misinformation, the reduction in in-person interactions, and challenges to traditional assessment techniques. Lastly, the paper offers a framework of strategic principles and structural changes to assist institutions of higher learning in making responsible use of modern technology. It argues that by adopting a proactive, ethical, and student0-center approach, educators may use ChatGPT to lower risks and foster a more vibrant, effective, and progressive learning environment.