PedAIgogy Post #3 – Can ChatGPT Be a Good Thing for Higher Education? Prospects and Limitations

By Eboni Gill, M.Ed., Spring 2023 CTL blended learning intern


> ChatGPT, an advanced language model developed by OpenAI, has generated controversy within the higher education community. One key concern is the potential impact on academic integrity. As ChatGPT can generate human-like responses, there are worries that it could be used by students to cheat on assignments, exams, or other assessments and this ease of access could undermine the credibility and fairness of evaluation processes (Cotton et al., 2023).

Some critics further argue that the widespread use of AI-powered chatbots like ChatGPT in education may lead to a diminished role for human instructors as ChatGPT has certain limitations. Though AI technology can comprehend the general tone of speech, it lacks empathy and a particularly personal quality when it comes to the social and emotional components of classroom learning (Roy, 2023). For example,  it lacks  real-world understanding because its responses inherently do not reflect a deep comprehension of the content or concepts being discussed, and it has a tendency to produce incorrect or nonsensical answers because it does not have a built-in fact-checking mechanism to ensure accuracy (Gowran, 2023).

There are additional concerns that heavy student reliance on AI could hinder the development of critical thinking skills, and could erode the personalized guidance that instructors bring to the learning experience. Also, there are legal and ethical concerns since ChatGPT relies on vast amounts of potentially copyrighted data for training, and questions have been raised about the privacy of the information shared through interactions with the system (Veale, 2023).

Despite the controversies, proponents of integrating ChatGPT in higher education argue that it can have valuable applications. ChatGPT has the potential to serve as a valuable tool for personalized learning. With its ability to provide instant responses and tailored feedback, ChatGPT can support students in their individual learning journeys. It can help clarify complex concepts, provide additional explanations, and offer guidance on assignments and projects in which this personalized assistance can potentially enhance student engagement and comprehension.

ChatGPT can also contribute to expanding access to education by providing support to students in remote areas who may not have immediate access to expert instructors or resources. So by offering a virtual assistant capable of addressing their queries and challenges, ChatGPT can potentially help bridge the educational gap to promote inclusivity in higher education (Chinonso et al., 2023).

At face value, ChatGPT has the potential to enrich the educational experience and empower both faculty and students in their pursuit of knowledge. The successful integration of this AI technology in higher education depends on thoughtful implementation and the development of clear guidelines. In regard to navigating the controversies, these crucial policies and guidelines on the responsible use of AI-powered tools like ChatGPT include addressing issues of academic integrity, ensuring faculty involvement in the decision-making process, safeguarding data privacy, and providing appropriate training and support for faculty and students in utilizing AI technologies effectively and ethically (Cotton et al., 2023). For example, training could involve topics such as understanding the capabilities and limitations of ChatGPT and evaluating and verifying information generated by AI technology. By carefully considering the benefits and challenges, institutions can harness the potential of AI models like ChatGPT while upholding the integrity and quality of higher education.

For OSU-specific guidance, see ChatGPT and Other AI Tools: Implications for Teaching and Learning. Follow up if you have questions:


Chinonso, O. E., Theresa, A. M.-E., & Aduke, T. C. (2023). Chatgpt for teaching, learning and research: Prospects and challenges. Global Academic Journal of Humanities and Social Sciences, 5(02), 33–40.

Cotton, D. R., Cotton, P. A., & Shipway, J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of chatgpt. Innovations in Education and Teaching International, 1–12.

Gowran, L. M. (2023, April 6). Openai shares AI safety approach amid chatgpt controversy. Silicon Republic.

Roy, K. (2023, March 29). Why Artificial Intelligence will never replace teachers. Medium.

Veale, K. (2023, April 13). Does ChatGPT have privacy issues? MUO.

Eboni Gill

About the author: Eboni Gill, M.Ed., is the TRiO STEM Advisor at Lane Community College. Eboni has a solid background in student life and development, earned a bachelor of science in psychology, and recently completed the OSU adult and higher education graduate program. Eboni has successfully led and participated in numerous projects demonstrating proficiency in learning and cognition methodologies. Eboni is passionate about critical thinking in adult education, faculty development, and student motivation and engagement. Currently, Eboni is focused on exploring emerging AI technology and how ChatGPT can be integrated into hybrid teaching and learning.

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