{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,25]],"date-time":"2026-06-25T20:01:44Z","timestamp":1782417704199,"version":"3.54.5"},"reference-count":8,"publisher":"STEF92 Technology","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2024,11,15]]},"abstract":"<jats:p>This article explores the challenges and opportunities presented by the integration of GPT (Generative Pre-trained Transformer) models in higher education. It examines the implications for teaching methodologies, student engagement, and the potential risks associated with the reliance on AI tools in academic settings. It highlights the benefits of AI in providing personalized, efficient and flexible learning environments, enhancing student engagement, and supporting individualized learning. However, it also addresses significant concerns regarding the potential oversimplification of academic tasks, the decline in students\ufffd critical thinking skills, and the challenges educators face in effectively incorporating AI tools without causing distractions. The article emphasizes the need for a balanced approach in integrating AI into academic education, ensuring that technology enhances rather than undermines the learning experience, and aligns with contemporary educational demands. Future research directions are suggested to better understand the direct impacts of AI tools like ChatGPT on student learning and academic integrity.<\/jats:p>","DOI":"10.5593\/sgem2024\/5.1\/s22.881","type":"proceedings-article","created":{"date-parts":[[2024,12,4]],"date-time":"2024-12-04T12:27:54Z","timestamp":1733315274000},"page":"729-734","source":"Crossref","is-referenced-by-count":1,"title":["GPT MODELS IN HIGHER EDUCATION: CHALLENGES AND OPPORTUNITIES"],"prefix":"10.5593","volume":"24","author":[{"given":"Karolina","family":"Rozek","sequence":"first","affiliation":[{"name":"AGH University of Krakow","place":["Poland"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"3602","reference":[{"key":"ref=1","doi-asserted-by":"crossref","unstructured":"[1] Crawford, N., & McKenzie, L., E-learning in context: An assessment of student inequalities in a university outreach program, Australasian Journal of Educational Technology, Australia, 2011, 27(3), Article 3.","DOI":"10.14742\/ajet.959"},{"key":"ref=2","doi-asserted-by":"crossref","unstructured":"[2] Khoso, F. J., Ali, N., & Aslam, N., Use of Chat-GPT and AI Tools by Undergraduates: Students and Teachers' Perspective, Educational Support Provision Offered Practices Spry Contemporary Educational Practices, 2023, 2(2), 215-238.","DOI":"10.62681\/sprypublishers.scep\/2\/2\/14"},{"key":"ref=3","unstructured":"[3] Mitra, B., Cramer, H., & Gurevich, O., Sociotechnical implications of generative artificial intelligence for information access, arXiv, 2024, https:\/\/doi.org\/10.48550\/arXiv.2405.11612."},{"key":"ref=4","doi-asserted-by":"crossref","unstructured":"[4] Muhamad, W., Kurniawan, N. B., & Yazid, S., Smart campus features, technologies, and applications: A systematic literature review, 2017 International Conference on Information Technology Systems and Innovation (ICITSI), Indonesia, 2017, pp. 384-391, https:\/\/doi.org\/10.1109\/ICITSI.2017.8267961.","DOI":"10.1109\/ICITSI.2017.8267975"},{"key":"ref=5","doi-asserted-by":"crossref","unstructured":"[5] Mustafa, M., Isa, M. R. M., Abdul Rauf, U. F., Ismail, M. N., Mohd Shukran, M. A., Khairuddin, M. A., Wahab, N., & Mohd Safar, N., Student perception study on smart campus: A case study on higher education institution, Malaysian Journal of Computer Science, Malaysia, 2021, 1-20, https:\/\/doi.org\/10.22452\/mjcs.sp2021no1.1.","DOI":"10.22452\/mjcs.sp2021no1.1"},{"key":"ref=6","doi-asserted-by":"crossref","unstructured":"[6] Niloy, A. C., Bari, M. A., Sultana, J., Chowdhury, R., Raisa, F. M., Islam, A., Mahmud, S., Jahan, I., Sarkar, M., Akter, S., Nishat, N., Afroz, M., Sen, A., Islam, T., Tareq, M. H., & Hossen, M. A., Why do students use ChatGPT? Answering through a triangulation approach, Computers and Education: Artificial Intelligence, 2024, 6, 100208, https:\/\/doi.org\/10.1016\/j.caeai.2024.100208.","DOI":"10.1016\/j.caeai.2024.100208"},{"key":"ref=7","doi-asserted-by":"crossref","unstructured":"[7] Sullivan, M., Kelly, A., & McLaughlan, P., ChatGPT in higher education: Considerations for academic integrity and student learning, Journal of Applied Learning & Teaching, 2023, 6(1), 1-10, https:\/\/doi.org\/10.37074\/jalt.2023.6.1.17.","DOI":"10.37074\/jalt.2023.6.1.17"},{"key":"ref=8","unstructured":"[8] Thomas, C., Digital distractions in the classroom: 4 ways instructional technology can help, Emerging EdTech, 2019, Retrieved from https:\/\/www.emergingedtech.com\/2019\/10\/digital-distractions-in-classroom-ways-instructional-technology-can-help\/."}],"event":{"name":"24th SGEM International Multidisciplinary Scientific GeoConference 2024","theme":"Earth and Planetary Sciences","location":"Albena, Bulgaria","acronym":"SGEM2024","number":"24","sponsor":["SGEM WORLD SCIENCE (SWS) Scholarly Society, Austria"],"start":{"date-parts":[[2024,7,1]]},"end":{"date-parts":[[2024,7,7]]}},"container-title":["SGEM International Multidisciplinary Scientific GeoConference\ufffd EXPO Proceedings","24th International Multidisciplinary Scientific GeoConference Proceedings SGEM 2024, Ecology, Economics, Education and Legislation, Vol 24, Issue 5.1"],"original-title":[],"deposited":{"date-parts":[[2026,6,25]],"date-time":"2026-06-25T19:28:59Z","timestamp":1782415739000},"score":1,"resource":{"primary":{"URL":"https:\/\/epslibrary.at\/items\/6d8ea943-b798-4751-9db9-12b0522742b1\/gpt-models-in-higher-education-challenges-and-opportunities"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2024,11,15]]},"references-count":8,"URL":"https:\/\/doi.org\/10.5593\/sgem2024\/5.1\/s22.881","relation":{},"ISSN":["1314-2704"],"issn-type":[{"value":"1314-2704","type":"print"}],"subject":[],"published":{"date-parts":[[2024,11,15]]}}}