ChatGPT and Critical Pedagogy in American Education Systems: Should There Be a Reason to Get Worried?
Nuru T Seje, Martha A Seje, Maureen A Tindi
Journal of Education, Society and Behavioural Science · pp. 30–38 · Published 20 Jan 2025
10.9734/jesbs/2025/v38i11366Abstract
It is astounding to imagine that the concept of ChatGPT is less than half a decade old. Yet, it is steadily becoming a household name in almost all organizations, corporations, and schools. ChatGPT is undoubtedly transforming educational systems with its ability to streamline educators’ workloads, accelerate the engagement of students, and reimagine the teaching-learning process which could potentially result in improved academic outcomes as its adoption becomes widespread. This study sought to test a null hypothesis of no significant relationship between the use of ChatGPT and educators' deployment of critical pedagogy. With a sample size of 74 educators selected both purposively and through convenience strategy, the study used the Pearson linear correlation coefficient to analyze data. With the level of significance set at 0.05, the study found r=0.031, and sig.= 0.114, hence the rejection of the null hypothesis and the acceptance of its alternate, leading to the conclusion that ChatGPT impacts the deployment of critical pedagogy positively. Even as debates rage on its adoption and usage in educational settings, some educational institutions and even regulatory agencies are yet to fully appreciate the extent to which ChatGPT could impact critical pedagogy. This paper recommends that educational institutions should put policies and procedures in place to ensure ethical and purposeful usage of ChatGPT in educational settings.
References (3)
- 1 Generating scholarly content with ChatGPT: ethical challenges for medical publishing [DOI]
- 2 Leveraging ChatGPT for Enhancing Critical Thinking Skills [DOI]
- 3 Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning [DOI]
Cited by 0
No indexed citations yet.
Related research
- Teachers’ Perception of Walk-in Observation and Its Impacts on Instruction and Pedagogy — shares topic coverage
- A Swot (Strengths, Weaknesses, Opportunities and Threats) Evaluation of University Student-Staff Partnerships in Co-creating Educational Resources, Peer Support and Research Within STEM (Science, Technology, Engineering & Mathematics) Subjects — shares topic coverage
- Aniline and Beyond: A Multifaceted Case Study for a Bildung-Focused Chemical Education — shares topic coverage
- Local Content, Universal Applicability: Domesticating the Pedagogy of English for Global Relevance — shares topic coverage
- Impact of Innovations and Transformations in Teaching and Learning on Educational Systems in Nigerian Economic Growth — shares topic coverage
Article metrics
Real usage data collected on this platform.
15
Page views
0
PDF downloads
0
Outbound clicks
0
Citations
Views over time
Views by country
Approximate, from request IP at view time — not citizenship or institution. Countries with fewer than 5 views are grouped as "Other".
Traffic sources
Referring site, by host.
Views and downloads exclude known bots/crawlers. Citations combines this platform's own DOI-resolved index with each external source's own reported total — see Cited by above for individually listed citing works. Last refreshed 0 seconds ago.