Guiding Students On The Ethical Use Of ChatGPT
In the present digital epoch, education has undergone a transformative revolution due to technological advancements, providing abundant prospects for learning and collaborative endeavors (Montenegro-Rueda, et al., 2023). The ethical use of ChatGPT could be a noteworthy innovation serving as a potent resource for students by granting them immediate access to information and support. ChatGPT is a conversational agent that uses Artificial Intelligence (Memarian and Doleck, 2023). The foundation of this is the generative pretrained transformer (GPT) architecture, which was developed by OpenAI (Ngo, 2023). It is a language model specifically created to comprehend and generate text that resembles human language, depending on the provided input. Its capabilities encompass holding conversations, providing answers, generating text in different styles, and performing specific tasks as per its training (Rahman and Watanobe, 2023).
ChatGPT And Higher Education
The use of ChatGPT is strictly forbidden for students in the present global higher education context. The irresistible allure of the “forbidden fruit” has consistently exerted a powerful influence on human conduct, and the same principle applies to students who are attracted to ChatGPT because of its prohibited nature (Tlili, et al., 2023). Consequently, the act of prohibiting something frequently enhances its allure, eliciting curiosity and a yearning to venture into the forbidden realms. In the specific context of ChatGPT, where its usage may be restricted or discouraged in higher educational settings, students may exhibit heightened interest in it due to its prohibited status (Rahman and Watanobe, 2023). Moreover, the prohibition of ChatGPT may inadvertently grant it an air of mystery and supremacy. Students may view it as a powerful instrument that possesses the means to unlock solutions or resolve issues within their courses, rendering it even more enticing (Halaweh, 2023).
The Ethical Use Of ChatGPT In Higher Education
Nevertheless, the prohibition of ChatGPT in higher education ought to be terminated, with emphasis redirected towards the urgent necessity of providing students with education on the ethical application of ChatGPT (Ray, 2023). The prioritization of ethical engagement with this technology in higher education is of utmost importance, as it fosters the growth of critical thinking abilities, upholds the integrity of academia, and encourages responsible digital citizenship (Ngo, 2023; Ray, 2023). The following guidelines can be used to accomplish this.
First, instruction on ethical usage of ChatGPT fosters the development of critical thinking abilities in students (Amedu amd Ohene-Botwe, 2024). Through the encouragement of questioning the information presented by ChatGPT, educators empower students to differentiate between accurate, credible information and misleading or biased content (Samala et al., 2024). This cultivates a disposition for inquiry and skepticism, which is indispensable for effectively navigating the extensive array of online information (Su and Yang, 2023). Furthermore, providing guidance to students in assessing the credibility of sources and verifying information fosters intellectual independence and facilitates a more profound comprehension of the subjects they are learning (Amedu and Ohene-Botwe, 2024; Samala, et al., 2024).
Additionally, the promotion of ethical utilization of ChatGPT serves to uphold academic integrity (Okulu and Muslu, 2024). It is imperative for students to comprehend that employing ChatGPT to produce essays, solve homework, or finish assignments without appropriate attribution constitutes a manifestation of plagiarism (Bhaskar and Gupta, 2024). It is crucial for educators to place emphasis on the significance of original thinking and academic integrity, urging students to perceive ChatGPT as a resource for inspiration and support, rather than a shortcut to academic achievement (Ray, 2023). Through the inculcation of values such as integrity and honesty, educators can furnish students with indispensable skills for triumph in academia and beyond (Ngo, 2023).
Moreover, the instruction on the ethical usage of ChatGPT contributes to the cultivation of conscientious digital citizenship (Farhi, et al., 2023). In the current era characterized by the widespread dissemination of false information on the internet, students are required to cultivate the capacity to responsibly navigate digital platforms (Li, 2023). ChatGPT can serve as a platform for educators to engage in discussions regarding subjects like online privacy, data security, and the ethical ramifications of Artificial Intelligence (Maitland, et al., 2024). Through the active involvement of students in critical discussions regarding the ethical implications of emerging technologies, educators instill in them the ability to be accountable digital citizens who make valuable contributions to the online community (Bhaskar and Gupta, 2024).
Conclusion
In conclusion, it is crucial to educate students on the ethical use of ChatGPT in order to foster critical thinking, maintain academic integrity, and encourage responsible digital citizenship (Gill, et al., 2024). By providing students with guidance to question, evaluate, and responsibly engage with this powerful tool, educators enable them to navigate the intricacies of the digital era with integrity and discernment (Ngo, 2023). By promoting deliberate education and fostering meaningful conversations, we can leverage the potential of ChatGPT to enhance educational experiences while cultivating values of ethical behavior and responsible citizenship in future generations (Rahman and Watanobe, 2023).
References:
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