Artificial intelligence (AI) has developed rapidly in recent years, leading to various applications in different disciplines, such as healthcare and education. In particular, the introduction of artificial intelligence in the field of education has resulted from the use of information and communication technologies as a tool for improving teaching and learning (Opara et al. 2023). For instance, ChatGPT - a recently developed conversational chatbot created by OpenAI - may make it easier for instructors to apply AI in teaching and learning as it uses natural language processing to generate human - like responses to user input. Starting from these assumptions, this paper reviews literature on opportunities and limitations concerning the use of ChatGPT in higher education while providing examples of its possible use with undergraduate and postgraduate students attending Business English courses. Through these examples some conclusions will be drawn, mainly related to ChatGPT’s truthfulness and reliability while teaching and practising corporate storytelling (Huang et al. 2024; Wang 2024; Shen et al. 2023)
Digital literacies in higher education: CHATGPT- Resources and Challenges
Stefania D'Avanzo
2025
Abstract
Artificial intelligence (AI) has developed rapidly in recent years, leading to various applications in different disciplines, such as healthcare and education. In particular, the introduction of artificial intelligence in the field of education has resulted from the use of information and communication technologies as a tool for improving teaching and learning (Opara et al. 2023). For instance, ChatGPT - a recently developed conversational chatbot created by OpenAI - may make it easier for instructors to apply AI in teaching and learning as it uses natural language processing to generate human - like responses to user input. Starting from these assumptions, this paper reviews literature on opportunities and limitations concerning the use of ChatGPT in higher education while providing examples of its possible use with undergraduate and postgraduate students attending Business English courses. Through these examples some conclusions will be drawn, mainly related to ChatGPT’s truthfulness and reliability while teaching and practising corporate storytelling (Huang et al. 2024; Wang 2024; Shen et al. 2023)I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
