ChatGPT in the classroom: balancing transformative opportunities with pedagogical and ethical challenges

Chukwuka Judith Nkolika

doi:10.51574/hamka.v4i1.124

Authors

Chukwuka Judith Nkolika
judithchukwuka70@gmail.com
Department of Curriculum and Instructional Technology,Nwafor Orizu College of Education Nsugbe, No. 1 college road, Abata, Nsugbe 432108, Anambra, Nigeria

Keywords:

Kurikulum, Cambrige,

Abstract

Large Language Models (LLMs) such as ChatGPT have rapidly emerged as permanent, irreversible fixtures in modern educational ecosystems, fundamentally reshaping traditional paradigms of teaching, learning, and scholarly inquiry. These generative conversational tools offer profound opportunities to revolutionize education through personalized learning pathways, dynamic student engagement, automated instructional feedback, and administrative workflow optimization.

However, fully capitalizing on these transformative benefits requires cultivating essential educational competencies among both learners and educators—particularly critical thinking, prompt engineering, rigorous fact-checking, and comprehensive AI literacy. Concurrently, the unchecked deployment of LLMs exposes critical operational challenges and complex socio-technical risks, including algorithmic bias amplification, academic dishonesty, student cognitive over-reliance, and persistent data privacy vulnerabilities.

To safely navigate this evolving landscape, educational institutions must adopt proactive governance frameworks, redesign process-oriented assessment models, bridge global digital equity divides, and maintain continuous human-in-the-loop oversight. Ultimately, by balancing visionary technological potential with actionable risk mitigation strategies, forward-looking policy can ensure that generative AI serves as an equitable, empowering scaffold for human intellectual growth.

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