Higher education in the times of ChatGPT

Abstract

The advent of ChatGPT has created a disparity between the original circumstances for which our educational systems were designed and the current reality of education. This thesis aims to set a perimeter for both what we should teach now and how. This is achieved through a mixed-methods approach, involving interviews with several educators at TU Wien, a survey conducted among both students and educators there, and a critical analysis of how systems like ChatGPT function as well as their potential use in education.The findings indicate that while ChatGPT and systems like it are highly effective in certain aspects – such as summarising and personalising – and show promise in making education more accessible and efficient, they also pose a range of potential risks, including emotional manipulation, propagated biases, and misplaced trust.These risks, however, are often not adequately addressed in discussions about them. The conclusion drawn is that now is a time to educate not with but about ChatGPT, its potentials and risks. Emphasising the human elements in education,such as personal connections and interactions, is paramount for addressing the challenges that arise. ChatGPT can certainly serve as a tool; however, it should not be seen as a replacement for educators. As one interviewee in the study expressed, "Without a doubt, it simply needs people [...]."This, however, presents significant challenges for educational institutions, with resources being the most critical. The necessary changes are far from inexpensive.