Mind Companion: How ChatGPT Shapes Teaching and Research in Higher Education

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dc.authoridhttps://orcid.org/0000-0003-2784-1574
dc.contributor.authorTaktak, Mustafa
dc.date.accessioned2025-08-07T10:21:44Z
dc.date.available2025-08-07T10:21:44Z
dc.date.issued2025
dc.departmentSağlık Bilimleri Fakültesi
dc.description.abstractThis study examines the potential and challenges of artificial intelligence applications like ChatGPT in higher education, drawing on the experiences of 24 academics from eight countries: Turkey, Sweden, Canada, Iran, Kenya, Pakistan, Afghanistan, and Japan. Employing the content analysis method, the findings reveal that ChatGPT provides significant opportunities, including enhancing text writing skills, saving time, facilitating translations, inspiring creative ideas, and offering personalized responses tailored to users’ needs. These advantages highlight its potential as a transformative tool in academic and pedagogical contexts. However, the study also identifies notable challenges, such as the risk of legitimizing plagiarism, concerns about source reliability, the impact of digital dependency on productivity, a lack of cultural and social contextualization, and the potential for bias and discrimination. Furthermore, participants envision artificial intelligence driving digital transformation in higher education through developments like virtual university models, interactive educational materials, advancements in research and analysis methods, improved accessibility to information, and greater inclusiveness. These findings emphasize the need for comprehensive, interdisciplinary research to better understand both the opportunities and the limitations of ChatGPT’s integration into educational settings, as well as to establish ethical guidelines and practical strategies for its responsible and effective use in higher education.
dc.identifier.citationTaktak, M. (2025). Mind companion: How ChatGPT shapes teaching and research in higher education. International Journal of Technology in Education (IJTE), 8(3), 652-666. https://doi.org/10.46328/ijte.1170
dc.identifier.doihttps://doi.org/10.46328/ijte.1170
dc.identifier.endpage666
dc.identifier.issn2689-2758
dc.identifier.issue3
dc.identifier.startpage652
dc.identifier.urihttps://hdl.handle.net/11363/10230
dc.identifier.volume8
dc.identifier.wos001524460800004
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.institutionauthorTaktak, Mustafa
dc.institutionauthoridhttps://orcid.org/0000-0003-2784-1574
dc.language.isoen
dc.publisherINT SOC TECHNOLOGY EDUCATION & SCIENCE-ISTES, 19723 LINDENMERE DR, MONUMENT, COLORADO 80132, UNITED STATES
dc.relation.ispartofINTERNATIONAL JOURNAL OF TECHNOLOGY IN EDUCATION
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectChatGPT
dc.subjectContent analysis
dc.subjectHigher education
dc.subjectAcademics
dc.titleMind Companion: How ChatGPT Shapes Teaching and Research in Higher Education
dc.typeArticle

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