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ChatGPT: Empowering lifelong learning in the digital age of higher education

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Soha Rawas at Beirut Arab University
Soha Rawas
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Artificial intelligence (AI) technologies have the potential to completely transform how we teach and learn in higher education. ChatGPT, a language model developed by OpenAI, is one such tool that can deliver individualized recommendations to students, increase collaboration and communication, and improve student learning results. However, there are some obstacles to overcome, such as ethical concerns and implementation issues. This study reviews related work on the use of artificial intelligence in education, with a focus on ChatGPT and its possible applications in higher education. It also examines the benefits and drawbacks of adopting ChatGPT in higher education, as well as implementation advice. Finally, the report discusses future directions for ChatGPT research in higher education. According to the findings of this paper, ChatGPT represents a significant opportunity for higher education institutions to improve the quality and accessibility of education; however, its implementation must be approached with caution and a clear understanding of the opportunities and challenges involved.
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Vol.:(0123456789)
Education and Information Technologies (2024) 29:6895–6908
https://doi.org/10.1007/s10639-023-12114-8
1 3
ChatGPT: Empowering lifelong learning inthedigital age
ofhigher education
SohaRawas1
Received: 17 May 2023 / Accepted: 30 July 2023 / Published online: 9 August 2023
© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023
Abstract
Artificial intelligence (AI) technologies have the potential to completely transform
how we teach and learn in higher education. ChatGPT, a language model devel-
oped by OpenAI, is one such tool that can deliver individualized recommendations
to students, increase collaboration and communication, and improve student learn-
ing results. However, there are some obstacles to overcome, such as ethical concerns
and implementation issues. This study reviews related work on the use of artificial
intelligence in education, with a focus on ChatGPT and its possible applications in
higher education. It also examines the benefits and drawbacks of adopting ChatGPT
in higher education, as well as implementation advice. Finally, the report discusses
future directions for ChatGPT research in higher education. According to the findings
of this paper, ChatGPT represents a significant opportunity for higher education insti-
tutions to improve the quality and accessibility of education; however, its implementa-
tion must be approached with caution and a clear understanding of the opportunities
and challenges involved.
Keywords AI· Higher education· Quality education· ChatGPT· Smart learning
1 Introduction
The use of technology in education over the last ten years has changed several
aspects of learning. By making educational resources more easily accessible and
extending the reach of higher education outside of typical classroom settings, it has
created new opportunities for both instructors and students (Celik,2023). One such
innovation that has the potential to profoundly alter education, and more specifically
higher education, is ChatGPT.
Fundamentally, ChatGPT is an AI language model that can provide conversa-
tions and answers to complex queries that are akin to those of a person. As it can
* Soha Rawas
soha.rawas2@bau.edu.lb; Rawassoha@gmail.com
1 Department ofComputer Science, Beirut Arab University, Beirut, Lebanon
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
... Specifically, the release of ChatGPT in 2022 has attracted widespread attention due to its potential applications in educational environments [2]. ChatGPT not only makes educational resources more accessible but also creates more opportunities for both faculty and students, thereby making a significant contribution to innovation in higher education [3], [4]. For example, ChatGPT can facilitate personalized and adaptive learning experiences [5], [6] and efficiently organize assessment and evaluation processes [5]. ...
... Another significant issue is the potential inherent bias in AI models, which may lead to unfair treatment of specific individuals or groups [10]. Specifically, the use of ChatGPT involves the collection and storage of vast amounts of personal data, raising concerns about privacy and security [2], [4]. ...
... Ethical concerns, including data privacy and systemic bias, must also be addressed [29], [30]. Responsible implementation in higher education requires balancing these benefits and challenges [4]. ...
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... In lifelong learning artificial intelligence is a key factor. For instance, Rawas (2024) clearly stated that Artificial intelligence (AI) technologies have the potential to completely transform how we teach and learn in higher education. Naming ChatGPT, a language model developed by OpenAI, as one such AI tool that can deliver individualized recommendations to students, increase collaboration and communication, and improve student learning results. ...
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... This result was further evidenced by Sudaryanto, Hendrawan and Andrian [52] who supported a positive influence of perceived usefulness on the willingness of the students towards adopting AI technology in their learning. Also [53], study revealed that AI technology applications were perceived to have both positive and negative aspects among students which reflect the ongoing debate regarding AI technologies applications [54,55]. Overall, H2 was supported. ...
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Prior studies have mostly studied artificial intelligence AI education from students’ perspectives from various majors. However, it is necessary to understand physical education students’ perception and their attitudes towards AI because they are essential personnel for physical education. To fill the gap in literature, the aim of this study is to determine physical education students’ attitudes and to analyze the perceived usefulness of AI. The study also investigated the differences in students’ attitudes and their perceived usefulness level regarding AI technology. A descriptive research design was used in this study, with a questionnaire to collect data from the study participants. The number of participants was 210 physical education students. The findings revealed that the participants expressed low to moderate positive attitudes towards using AI in their learning. Additionally, students had a moderate level of perceived usefulness of using AI. In addition, student attitudes and their perceived usefulness level regarding AI technology did not differ significantly based on gender, students age and their experiences. These findings provide valuable insight for academicians by filling a knowledge gap in the existing literature and demonstrating the concrete use of AI technology in the realm of physical education. Recommendations are enumerated based on the obtained findings.
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... Among these, chatbot systems powered by Generative Pre-trained Transformers (GPTs) represent a promising solution for intelligent student counselling, which is referred to in this article as robo-advisory (OpenAI, 2025). By integrating GPT models into student advisory services, institutions can provide immediate, contextualised, and personalised responses to students' queries about module handbooks, examination criteria, academic regulations, course requirements, and administrative procedures (Rawas, 2024;Sok & Heng, 2024). Despite the potential of AI-driven solutions, challenges remain in terms of implementation, accuracy, adaptability, and user adoption. ...
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The integration of AI-based advisory systems in higher education has transformed student advising by improving accessibility, efficiency, and accuracy. This study evaluates a GPT-based robo-advisory system designed to assist students with academic enquiries, administrative processes, and career advice. The system was trained on 29 module handbooks, general rules, and FAQs to ensure institution-specific accuracy. A test of 100 sample queries across different categories demonstrated 100% overall accuracy, reinforcing its reliability in providing correct and contextually relevant answers. Compared to traditional chatbots, the system excelled at interpreting complex queries, providing detailed academic insights, and streamlining university processes. In line with existing literature, the findings confirm that AI-driven advising improves student engagement and administrative efficiency, complementing previous research on chatbots in education. However, challenges remain, including the integration of predictive analytics, multilingual support, and ethical considerations, particularly when dealing with sensitive student issues. While the model successfully automates academic advising, it does not replace human advisors in cases that require emotional intelligence and ethical judgement. Addressing biases in AI-generated responses through refined training data and improving computational efficiency with scalable processing strategies are crucial for ensuring fairness and widespread implementation. Future developments should focus on hybrid models that combine AI-driven insights with human expertise to optimise student support. This study contributes to ongoing discussions about AI in higher education and advocates for adaptive, data-driven, and ethically responsible student advising systems.
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... It provides previously uncommon chances to help teachers provide more individualized and successful instruction to a range of student populations (Mehlhorn et al., 2020). In other words, AI holds promise for improving language proficiency, facilitating language evaluation, and offering individualized learning experiences (Rawas, 2024). Additionally, AI helps students improve their speaking, writing, listening, and reading abilities by facilitating interactive language practice. ...
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... One aspect of this includes involving all stakeholders in the education and responsible use of AI tools [3]. Students are among the largest impacted sector of all stakeholders, faced with not only navigating the innovative technology, but also implementing safe and responsible use [30]. Cowie et al. [10] highlighted some of the 63 most at-risk populations of individuals as it relates to technology emergence and AI usage, which are rural communities. ...
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  • COMPUT HUM BEHAV
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