Educational challenges with ChatGpt: integrate or marginalize?
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abstract
Artificial intelligence language models have revolutionized the way education is accomplished, namely the teachinglearning processes. Currently there is a very broad debate about these models that is not only in the academic and scientific communities, but also in the civil community. It is discussed and reflected, essentially, about ChatGPT as a model that can contribute to innovation in the educational context, but also about the ways in which this technology can condition learning and calls into question the functions of teachers and even the current school. It is in this sense that this research aims, by conducting a systematic review of the literature, to identify the challenges that language models, namely the ChatGPT bring to the educational context. The results point to the importance of integrating these models in the teaching-learning process, but also to the existence of a set of challenges for the school as an institution, but also for teachers and students as central actors in the educational process. In addition to identifying the challenges, some suggestions are also presented that may contribute to help solve some of the challenges identified.
This work has been supported by FCT – Fundação para a Ciência e Tecnologia within the Project Scope: UIDB/05777/2020
