ChatGPT and responsible student education

• Autorzy: Gałat Wioleta

Identyfikatory

DOI

10.58691/man/199970

• Języki publikacji: EN

Abstrakty

EN

The article aims to identify the significance of ChatGPT in shaping key skills and competencies among students, framed within the concept of responsible education. Responsible education is defined as enabling young people to actively engage in the labour market, create their career paths, and adapt to changing conditions. The study achieves its aim through a literature review identifying relevant skills and competencies for responsible education, followed by a survey conducted among students to draw critical conclusions. Additionally, an original assessment of ChatGPT's potential in responsible education is provided, along with educational recommendations.

Słowa kluczowe

EN

ChatGPT; responsible education; education; developing students' skills; shaping competences

PL

ChatGPT; edukacja odpowiedzialna; edukacja; rozwijanie umiejętności uczniów; kształtowanie kompetencji

• Wydawca: University of Zielona Góra, Faculty of Economics and Management
• Czasopismo: Management
• Rocznik: 2024
• Tom: Vol. 28, no. 2
• Strony: 423--443
• Opis fizyczny: Bibliogr. 41 poz., rys., tab., wykr.

Twórcy

autor

Gałat Wioleta

• Department of Public Management, Krakow University of Economics, Poland

• https://orcid.org/0000-0002-6807-8176

Bibliografia

• 1. Abdillah, H. Z., Partino P., Madjid A. (2023). Enhancing Student Wellbeing through AI Chat GPT in the Smart Education University Learning Environment: A Preliminary Review of Research Literature. E3S Web of Conferences, 440(05005), 1-7. DOI: 10.1051/e3sconf/202344005005.
• 2. Alenezi, M. A. K., Mohamed, A. M. & Shaaban, T. S. (2023). Revolutionizing EFL special education: how ChatGPT is transforming the way teachers approach language learning. Innoeduca. International Journal of Technology and Educational Innovation, 9(2), 5–23. DOI: 10.24310/innoeduca.2023.v9i2.16774.
• 3. Alnaqbi, N. M. & Fouda, W. (2023). Exploring the Role of ChatGPT and social media in Enhancing Student Evaluation of Teaching Styles in Higher Education Using Neutrosophic Sets. International Journal of Neutrosophic Science, 20(4), 181-191. DOI: 10.54216/IJNS.200414.
• 4. Biswas, S. (2023). ChatGPT and the Future of Medical Writing, Radiology, 307(2), 1-3. DOI: 10.1148/radiol.223312.
• 5. Cheng, Y.C. (2004). Learner-centred approach: enhancing multiple thinking and creativity in organizational learning, keynote speech presented at the 4th International Forum on Education Reform with the theme. Learner centered approach towards education for sustainable development, Office of Education Council of Thailand Government, Bangkok.
• 6. Czerski, W. M. (2022). Chatgpt – potrzebne narzędzie czy przekleństwo naszych czasów? Dydaktyka Informatyki 18, 55-63. DOI: 10.15584/di.2023.18.4.
• 7. Dębkowska, K., Kłosiewicz-Górecka, U., Szymańska, A., Ważniewski, P. & Zybertowicz, K. (2022). Kompetencje pracowników dziś i jutro. Warszawa: Polski Instytut Ekonomiczny.
• 8. Fuchs, K. (2023). Exploring the opportunities and challenges of NLP models in higher education: is Chat GPT a blessing or a curse? Frontiers in Education, 8(1166682), 1-4. DOI: 10.3389/feduc.2023.1166682.
• 9. Gajosowa, P. (2023). Bot byłby tańszy od polonisty. Polonistyka. Innowacje, 17, 135-148. DOI: 10.14746/pi.2023.17.12.
• 10. Greenaway, K. H., Wright, R. G., Willingham, J., Reynolds, K. J. & Haslam, S. A. (2015). Shared Identity Is Key to Effective Communication. Personality and Social Psychology Bulletin, 41, 171-182. DOI: 10.1177/0146167214559709.
• 11. Halpern, D.F. & Dunn, D.S. (2023). Thought and Knowledge. An Introduction to Critical Thinking. Taylor & Francis.
• 12. Hawkins, J. (2021). A Thousand Brains. The New Theory of Intelligence. Basic Book.
• 13. Hays Poland. (2022). Rynek pracy 2022. Półroczny przegląd trendów. https://www.hays.pl/przeglad-p... (access date: 14.12.20024).
• 14. Hill-Yardin, E. L., Hutchinson, M. R., Laycock, R. & Spencer, S. (2023). A Chat(GPT) about the future of scientific publishing. Brain Behav. Immunity, 110, 152-154. DOI: 10.1016/j.bbi.2023.02.022.
• 15. Hughes, W. & Lavery, J. (2015). Critical Thinking: An Introduction to the Basic Skills. Broadview Press.
• 16. Iszkowski, W. & Tadeusiewicz, R. (2023). Na marginesie dyskusji o sztucznej inteligencji. Nauka, 4, 49-70. DOI: 10.24425/nauka.2023.148227.
• 17. Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., … Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103(102274), 1-13. DOI: 10.1016/j.lindif.2023.102274.
• 18. Lamri, J. (2021). Kompetencje XXI wieku. Kreatywność, komunikacja, krytyczne myślenie, kooperacja [21st Century Skills: Creativity, Communication, Critical Thinking, Collaboration]. Wolters Kluwer.
• 19. Lechner C. M., Tomasik M. J. & Silbereisen R. K. (2016). Preparing for uncertain careers: How youth deal with growing occupational uncertainties before the education-to-work transition. Journal of Vocational Behavior, 95-96, 90-101. DOI: 10.1016/j.jvb.2016.08.002.
• 20. Manpower (2022). Niedobór Talentów 2022. Raport Manpower Group. http://raportyhr.manpowergroup... (access date: 05.08.2024).
• 21. Manpower (2023). Niedobór Talentów 2023. Raport Manpower Group. http://raportyhr.manpowergroup... (access date: 05.08.2024).
• 22. Markel J. M., Opferman S. G., Landay J. A. & Piech Ch. (2023). GPTeach: Interactive TA Training with GPT-based Students. In Proceedings of the Tenth ACM Conference on Learning @ Scale. Association for Computing Machinery, New York, NY, 226-236. DOI: 10.1145/3573051.3593393.
• 23. Mayer, J. D., & Salovey, P. (1999). Czym jest inteligencja emocjonalna? In P. Salovey, D. J. Sluyter (Ed.), Rozwój emocjonalny a inteligencja emocjonalna. Problemy edukacyjne (pp. 23-69). Dom Wydawniczy Rebis.
• 24. Neubert, J. C., Mainert, J., Kretzschmar, A. & Grei, S. (2015). The Assessment of 21st Century Skills in Industrial and Organizational Psychology: Complex and Collaborative Problem Solving. Industrial and Organizational Psychology, 8, 238-268. DOI: 10.1017/iop.2015.14.
• 25. Nilsson, S. & Ekberg, K. (2013). Employability and Work Ability: Returning to the Labour Market after Long-term Absence. Work, 44, 449-457. DOI: 10.3233/WOR-2012-1402.
• 26. Panth, B. & Maclean, R. (2020). Introductory Overview: Anticipating and Preparing for Emerging Skills and Jobs—Issues, Concerns, and Prospects. In B. Panth & R. Maclean (Eds.), Anticipating and Preparing for Emerging Skills and Jobs Key Issues, Concerns, and Prospects (pp. 1-10), Springer.
• 27. Papadimitriou, A. (2020). Beyond rhetoric: reinventing the public mission of higher education. Tertiary Education and Management, 26, 1-4. DOI: 10.1007/s11233-019-09046-9.
• 28. PARP (2022). Rynek pracy, edukacja, kompetencje. Aktualne trendy i wyniki badań, Raport PARP, https://www.parp.gov.pl/compon... (access date: 14.12.2004).
• 29. Pogrebnaya, I. & Mikhailova, S. (2023). The development of critical thinking as the main factor in the competitiveness of an ecologist. E3S Web of Conferences, 402(08020), 1-5. DOI: 10.1051/e3sconf/202340208020.
• 30. Ray, P.P. (2023). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope. Internet Things Cyber-Physical Systems, 3, 121-154. DOI: 10.1016/j.iotcps.2023.04.003.
• 31. Ruiz-Rojas, L. I., Acosta-Vargas, P., De-Moreta-Llovet, J. & Gonzalez-Rodriguez, M. (2023). Empowering Education with Generative Artificial Intelligence Tools: Approach with an Instructional Design Matrix, Sustainability, 15,(11524), 1-20. DOI: 10.3390/su151511524.
• 32. Saiz, C., & Rivas, S. F. (2023). Critical Thinking, Formation, and Change. Journal of Intelligence, 11(12), 219, 1-26. DOI: 10.3390/.jintelligence11120219.
• 33. Soulé, H. & Warrick, T. (2015). Defining 21st century readiness for all students: What we know and how to get there. Psychology of Aesthetics, Creativity, and the Arts, 9(2), 178–186. DOI: 10.1037/aca0000017.
• 34. Sztompka, P. (2016). Uniwersytet w przestrzeni społecznej. Zarządzanie Publiczne, 36 (2), 54-58.
• 35. Tsai, Y. C. (2023). Empowering Learner-Centered Instruction: Integrating ChatGPT Python API and Tinker Learning for Enhanced Creativity and Problem-Solving Skills. In Y. M. Huang, & T. Rocha, (Eds.) Innovative Technologies and Learning. ICITL 2023. Lecture Notes in Computer Science (pp.1-10), vol. 14099. Springer. DOI: 10.1007/978-3-031-40113-8_52.
• 36. Vista, A. (2020). Data-Driven Identification of Skills for the Future: 21st-Century Skills for the 21st-Century Workforce. SAGE Open, 10(2), 1-16.DOI: 10.1177/2158244020915904.
• 37. .Voogt, J., Erstad, O., Dede, C. & Mishra, P. (2013). Challenges to learning and schooling in a digital world. Journal of Computer Assisted Learning, 29, 403-413. DOI: 10.1111/jcal.12029.
• 38. Yu, H. & Guo, Y. (2023). Generative artificial intelligence empowers educational reform: currentstatus, issues, and prospects. Frontiers in Education 8(1183162), 1-10. DOI: 10.3389/feduc.2023.1183162.
• 39. Yu, H. (2023). Reflection on whether Chat GPT should be banned by academia from the perspective of education and teaching. Frontiers in Psychology, 14(1181712), 1-12. DOI: 10.3389/fpsyg.2023.1181712.
• 40. Zhukovskiy, Y.L. Vasilev, B.U. & Koteleva, N.I. (2017). Quality estimation of continuing professional education of technical specialists. Quality Management, Transport and Information Security, Information Technologies, 704-707, DOI: 10.1109/ITMQIS.2017.8085921.
• 41. Zuluaga-Ortiz, R., Camelo-Guarín, A. & Delahoz-Domínguez, E. (2023). Efficiency analysis trees as a tool to analyze the quality of university education. International Journal of Electrical and Computer Engineering (IJECE), 13(4), 4412-4421, DOI: 10.11591/ijece.v13i4.pp4412-4421.

Uwagi

Opracowanie rekordu ze środków MNiSW, umowa nr POPUL/SP/0154/2024/02 w ramach programu "Społeczna odpowiedzialność nauki II" - moduł: Popularyzacja nauki (2025)