Feature Photo by NEOM on Unsplash
Zhang, P., & Tur, G. (2023). A systematic review of ChatGPT use in K‐12 education. European Journal of Education, 1–22. https://doi.org/10.1111/ejed.12599
Zhang and Tur (2023), in affiliation with the University de les Illes Balears in Spain, recognized a gap in the research regarding how ChatGPT is implemented in K-12 education. This article was published in the European Journal of Education and communicates the use of ChatGPT in educational settings. This study utilized a systematic review of existing literature following PRISMA guidelines and focused on 13 papers that met the authors’ criteria. This article aimed to identify the strengths, weaknesses, opportunities, and threats (SWOT) of implementing ChatGPT in K-12 education. Zhang and Tur (2023) state that the strengths of ChatGPT in education are personalized learning, student achievement, and the ability of AI programs to improve teacher efficiency. This has potential opportunities for differentiated instruction, AI-supported curriculum development, and teacher support. However, the weaknesses of ChatGPT include low task specificity and content output, while the threats of AI programs include data privacy and ethical concerns. These themes of the positives and challenges of teacher support, ethical considerations, and personalized learning have also been identified in the studies of Celik et al. (2022), Hays et al. (2023), and Murphy (2019). Through Zhang and Tur’s (2023) data analysis, the authors recommend developing policies for implementing AI in K-12 education and ensuring teachers are appropriately educated on ChatGPT uses. This study provides reliable data analyses and information regarding how ChatGPT can be utilized in K-12 education. The authors focus on gaps in existing literature, which supports this research question in acknowledging how AI programs, specifically ChatGPT, can positively impact student learning outcomes and teacher workload when done meaningfully, appropriately, and ethically. Although this study was conducted in Spain, the data reflects similar studies completed in other areas worldwide, especially in Canada. Therefore, the data is applicable, reliable, and valid for this research question. This study will be utilized in this research question through further understanding and critical thinking about how educators can adopt AI-based tools in their educational practices. (323 words)