RESPONSE STRATEGIES FOR LECTURERS TO ENGAGE WITH CHATGPT TO ENSURE EDUCATIONAL QUALITY: A PERSPECTIVE FROM EDUCATIONAL MANAGEMENT

RESPONSE STRATEGIES FOR LECTURERS TO ENGAGE WITH CHATGPT TO ENSURE EDUCATIONAL QUALITY: A PERSPECTIVE FROM EDUCATIONAL MANAGEMENT

Nguyen Thanh Tu* tunt@vnu.edu.vn Vietnam National University, Hanoi, University of Education 144 Xuan Thuy street, Cau Giay ward, Ha Noi City, Vietnam
Pham Minh Thuy phamminhthuy78@gmail.com Thai Nguyen University of Education 20 Luong Ngoc Quyen, Phan Dinh Phung ward, Thai Nguyen province, Vietnam
Summary: 
The rapid development of artificial intelligence, particularly large language models such as ChatGPT, is creating profound changes in the field of education. ChatGPT not only supports students in the self-study process but also poses challenges to the roles, teaching methods, and assessment activities of lecturers, as well as to educational management in ensuring teaching quality. Based on qualitative research methods through secondary document analysis, this study explores the increasingly expanding role of ChatGPT in the context of higher education, which is strongly adapting to the technological era. The study also highlights the opportunities and challenges associated with integrating ChatGPT into the educational environment, particularly strategies to effectively manage its use and ensure the quality of education.
Keywords: 
ChatGPT
respone strategies
lecturers
students
educational management.
Refers: 

[1] A.H Sahna Sreen & M.H.M. Majid. (2024). Leveraging ChatGPT for personalized learning: A systematic review in educational settings. Amandemen: Journal of Learning, Teaching and Educational Studies, 2(1), 63-78. https://doi.org/10.61166/amd.v2i1.72.

[2] Božić, V. & Poola, I. (2023). Chat GPT and education. Preprint, 10.

[3] Bộ Khoa học và Công nghệ. (2021). Quyết định số 1678/ QĐ-BKHCN, ngày 23 tháng 6 năm 2021 Về việc ban hành kế hoạch triển khai Chiến lược quốc gia về nghiên cứu, phát triển và ứng dụng trí tuệ nhân tạo đến năm 2030.

[4] Chen, Zeng Zhao, Shi, Ya Wen & Wang, Meng Ke. (2023). The realistic picture of artificial intelligence driving educational transformation – An analysis of teachers’ coping strategies with ChatGPT. Journal of Guangxi Normal University, 59(2), 75-85.

[5] Clarizia, F., Colace, F., Lombardi, M., Pascale, F. & Santaniello, D. (2018). Chatbot: An education support system for students. In Cyberspace Safety and Security: 10th International Symposium, CSS 2018, Amalfi, Italy, October 29-31, Proceedings 10 (pp. 291-302). Springer International Publishing.

[6] Dong, Y., Jiang, X., Liu, H., Jin, Z., Gu, B., Yang, M. & Li, G. (2024). Generalization or memorization: Data contamination and trustworthy evaluation for large language models. arXiv preprint arXiv:2402.15938. https://doi.org/10.48550/arXiv. 2402.1593.

[7] Duha, M. S. U. (2023). ChatGPT in education: An opportunity or a challenge for the future? TechTrends, 67(3), 402-403. https://doi.org/10.1007/ s11528-023-00844-y.

[8] Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M. & Albanna, H. (2023). “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. https://doi. org/10.1016/j.ijinfomgt.2023.102642.

[9] Giannakopoulos, K., Kavadella, A., Aaqel Salim, A., Stamatopoulos, V. & Kaklamanos, E. G. (2023). Evaluation of the performance of generative AI large language models ChatGPT, Google Bard, and Microsoft Bing Chat in supporting evidence based dentistry: Comparative mixed methods study. Journal of Medical Internet Research, 25, e51580. https://doi.org/10.2196/51580.

[10] Kim, Junghwan, Lee, Jinhyung, Jang, Kee Moon & Lourentzou, Ismini. (2024). Exploring the limitations in how ChatGPT introduces environmental justice issues in the United States: A case study of 3,108 counties. Telematics and Informatics, tele.2023.102085.

[11] Nguyễn Phúc Quân. (2023). ChatGPT hỗ trợ khả năng tự học và phát triển năng lực số cho thanh niên. In Kỉ yếu Hội thảo Khoa học “Cán bộ trẻ các đại học quốc gia, đại học vùng mở rộng lần thứ II, năm 2023” (pp. 232-237).

[12] OECD. (2019). Future of Education and Skills 2030: Conceptual Learning Framework.

[13] OpenAI. (2022). Introducing ChatGPT. https://openai. com/blog/chatgpt.

[14] Rasul, T., Nair, S., Kalendra, D., Robin, M., de Oliveira Santini, F., Ladeira, W. J. & Heathcote, L. (2023). The role of ChatGPT in higher education: Benefits, challenges, and future research directions. Journal of Applied Learning and Teaching, 6(1), 41-56.

[15] Susnjak, T.& McIntosh, T. (2024). ChatGPT: The end of online exam integrity? Education Sciences, 14(6), 656. https://doi.org/10.3390/educsci14060656.

[16] Thủ tướng Chính phủ. (2020). Quyết định số 2117/QĐ TTg, ngày 16/12/2020 Về ban hành danh mục công nghệ ưu tiên nghiên cứu, phát triển và ứng dụng để chủ động tham gia cuộc cách mạng công nghiệp lần thứ tư.

[17] Thu, C.H., Bang, H.C. & Cao, L. (2023). Integrating ChatGPT into online education system in Vietnam: Opportunities and challenges. EdArXiv. https:// doi.org/10.35542/osf.io/hqyut.

[18] Trautman, L. J. (2024). Sam Altman, OpenAI, and the importance of corporate governance. SSRN Electronic Journal. ssrn.4679613.

[19] Vaswani, A., Shazeer, N., Parmar, N., Uszkoreit, J., Jones, L., Gomez, A. N., ... & Polosukhin, I. (2017). Attention is all you need. Advances in Neural Information Processing Systems, 30.

[20] Wang, Y., Zhong, W., Li, L., Mi, F., Zeng, X., Huang, W., ... & Liu, Q. (2023). Aligning large language models with human: A survey. arXiv preprint arXiv:2307.12966. https://doi.org/10.48550/arXiv. 2307.12966.

[21] Wen, J. & Wang, W. (2023). The future of ChatGPT in academic research and publishing: A commentary for clinical and translational medicine. Clinical and Translational Medicine, 13(3). https://doi. org/10.1002/ctm2.1207.

[22] Westfall, C. (2023). Educators battle plagiarism as 89% of students admit to using OpenAI’s ChatGPT for homework. Forbes. https://www.forbes.com/sites/ chriswestfall/2023/01/28/educators-battle-plag iarism-as-89-of-students-admit-to-using-open ais-chatgpt-for-homework/ ?sh=12e01 a42750d.

[23] Zaman, B. U. (2023). Transforming education through AI, benefits, risks, and ethical considerations. https://doi. org/10.36227/techrxiv.24231583.v1.

[24] Zhai, C., Wibowo, S. & Li, L. D. (2024). The effects of over-reliance on AI dialogue systems on students’ cognitive abilities: A systematic review. Smart Learning Environments, 11(1). https://doi. org/10.1186/s40561-024-00316-7.

Articles in Issue