Technological Forecasting & Social Change 201 (2024) 123258

Contents lists available at ScienceDirect

Technological Forecasting & Social Change

journal homepage: www.elsevier.com/locate/techfore

Will artificial intelligence drive the advancements in higher education? A

tri-phased exploration
Satish Kumar a, *, Purnima Rao b, Shubham Singhania c, Shubhangi Verma d, Myra Kheterpal e
a
Indian Institute of Management, Nagpur, India
b
Fortune Institute of International Business (FIIB), New Delhi, India
c
Research Scholar, University School of Management and Entrepreneurship, Delhi Technological University, Delhi, India
d
FPM Scholar, Fortune Institute of International Business (FIIB), New Delhi, India
e
The International School Bangalore (TISB), Bangalore, India

A R T I C L E I N F O A B S T R A C T

JEL classifications: This study explores the impact and potential of generative AI, specifically Open AI’s ChatGPT, on the trans­
21 formation of higher education, particularly in the domain of business education. Adopting a qualitative mixed-
23 methods research strategy, this study employs a three-phased methodology consisting of a systematic literature
25
review, semi-structured interviews with academics, and text analysis of opinion posts on professional platforms.
26
This comprehensive approach lends a holistic perspective, integrating insights from both national and global
Keywords:
contexts, thereby enhancing the study’s methodological rigor and ensuring a nuanced understanding of AI’s
AI
ChatGPT
implications in the educational landscape. ChatGPT, with its personalized and interactive features, enhances
SLR pedagogical innovation, academic integrity, and experiential engagements in the teaching-learning-assessment
Higher education (TLA) process, as revealed by these methodologies’ central themes. However, potential obstacles such as
Interviews plagiarism and diminished development of interpersonal skills were also identified. The findings have significant
Survey ramifications for academia and the evolution of AI in education, casting light on the practical benefits and ob­
stacles associated with AI implementation. The study identifies unexplored research avenues to encourage
further investigation in this field. This paper contributes to the emerging discourse on AI-enhanced education in
business institutions by providing a comprehensive and multifaceted examination of the impact of generative AI
on higher education.

1. Introduction friendly interface has increased in popularity (Caldarini et al., 2022).

Technological advancements have opened new dimensions of
learning and knowledge transfer. Artificial Intelligence (AI) has meta­
morphosed the search and provided innovative and effective ways of
exploring content. According to Xu et al. (2021), AI has been helpful in
the discovery/search process, learning applications, and decision-
making. Interactive learning environments have always received more
extensive acceptance due to enhanced productivity, understanding, and
relatability (Rospigliosi, 2023). In 2022, AI introduced a practical,
stimulative, customized, and productive tool ChatGPT (Chat Generative
Pre-Trained Transformer) which has created a buzz throughout the
globe because of its ability to provide an easy and systematic way of
generating outputs based on the stimulus created by the external envi­
ronment (Dwivedi et al., 2023). Its seamless, interactive, and human-
Researchers, academicians, and higher educational institutions have
also taken a profound interest in the contributions and implications of
ChatGPT on teaching, learning, and research pedagogies (Fuchs, 2023;
Burger et al., 2023). The rationale for the increasing usage of ChatGPT in
teaching and research could be attributed to its strong potential for
conducting data analysis, responding to students’ queries, and sup­
porting literature reviews. Further, since no technical expertise or cod­
ing language is required to use ChatGPT, the tool becomes widely
accessible and user-friendly, thereby enhancing its utility (Singh and
Singh, 2023).
Despite the tremendous growth in the broad applications of ChatGPT
in various contexts such as teaching (Trust et al., 2023), research
(Sedaghat, 2023), learning-based assessments (Qureshi, 2023), etc.,
researchers are still apprehensive about its usage in academia due to its

* Corresponding author.
E-mail addresses: satish@iimnagpur.ac.in (S. Kumar), purnima.rao@fiib.edu.in (P. Rao), shubhangi.verma-fpm@fiib.edu.in (S. Verma).

https://doi.org/10.1016/j.techfore.2024.123258
Received 24 August 2023; Received in revised form 30 December 2023; Accepted 30 January 2024
Available online 9 February 2024
0040-1625/© 2024 Elsevier Inc. All rights reserved.
S. Kumar et al.
possible ethical aspects or breaches (Mhlanga, 2023). Several editors
have also highlighted the concerns and implications of using ChatGPT in
the education and research segment (Rospigliosi, 2023). Farrokhnia
et al. (2023) have described the potential strengths and weaknesses of
using ChatGPT in the education segment. However, this research is
exclusively focused on Business Education in the Higher education
segment and thereby performs a comprehensive review of the potential
usage of ChatGPT through various mediums (published literature, in­
terviews, and professional platforms) to accomplish the following
objectives:
1. To identify the prime themes describing chatgpt as an effective tool
for Teaching, Learning, and Assessments (TLA) in Business Schools.
2. To illustrate the utility of Chatgpt in transforming learning and
adding value for learners
3. To explore the future avenues of research in the domain of Genera­
tive AI for Business Schools
The overview shall build a theoretical base for applying ChatGPT in
academia and be help set sound grounds for empirical studies. The study
applies a rigorous methodology including an extensive literature review,
survey method, and content analysis from social media websites to un­
derstand the potential of ChatGPT in Higher Education institutions. The
study shall also recommend future courses of action for academic in­
stitutions to effectively adapt to the use of ChatGPT for various educa­
tional purposes.
1.1. Origin of AI
The development and integration of AI technologies have become a
focal point of discussion and research. However, the concept of AI was
introduced decades back and has been used extensively in areas namely
Information and Technology, media, entertainment, aeronautics, etc.
Fig. 1 exhibits the sequential advancement of AI.
Extant research on AIED is primarily classified into the following
categories namely i) ChatGPT Landscape in Academia ii) Application
and Barriers in Higher Education in Implementing ChatGPT.
1.2. ChatGPT in higher education
Unequivocally, the utility of AI in businesses is of paramount sig­
nificance and therefore the future workforce requires extensive training
before entering into the world of work. This clearly indicates the ne­
cessity of understanding the nuances of AI in higher education (popu­
larly known as AIED) and how it can be used effectively to teach and
train future professionals. The extant academic literature defines
Fig. 1. Evolution of AI.
2
Technological Forecasting & Social Change 201 (2024) 123258
generative AI in higher education as an intelligent, advanced, and
personalized tutoring system aiming to perform complex tasks, provide
feedback, and interact like humans (Ross, 1987; Johnson et al., 2009;
Popenici and Kerr, 2017).
Fuchs and Aguilos (2023) undertook an exploratory study to un­
derstand the opinion of the students, concerning the utilization of
ChatGPT. They also catered to the perceived usefulness and ease of us­
ability of ChatGPT and how the same impacts students’ behavioral in­
tentions. In another study, by utilizing Twitter data, public sentiments
were analyzed to identify the prominent themes being discussed in the
educational sphere (Futterer et al., 2023). The study highlighted mixed
sentiments concerning the usage of Chat GPT in higher education,
ranging from the focus on personalized learning to concerns over
cheating and plagiarism. Moreover, media discourse analysis has also
been undertaken to understand the perceptions of mainstream Science,
Technology, Engineering, and Management (STEM) journals and higher
education magazines, and how these would impact the usage of Chat
GPT in the education and research domains. The study reveals that AI
can act as a support for human intelligence and can provide valuable
insights into academic discourse (Nam and Bai, 2023). ChatGPT’s in the
education sector has seen phenomenal response, but are backed by
caution and concerns. If these are dealt with adequately, Chat GPT has
enormous potential to revolutionize learning and teaching space (Tlili
et al., 2023). To prominently enhance the usage of Chat GPT in the
higher education space, it is imperative to focus on the development of
prompt development life cycle (Willey et al., 2023), such skills shall help
the students have a better understanding of the usage of prompt and will
also provide them with better outputs. For an effective usage of these
prompts, the thought process should also be clear in the minds of the
students using the same. Riapina (2023) has also attempted to develop
conceptual framework based on various technological and communi­
cation theories, which can help in designing better learning experiences.
These designs and frameworks led to the development of various AI-
enabled tasks such as identifying non-verbal cues, creating PowerPoint
presentations, collaborative projects, etc. (Riapina, 2023).
The extant research has also explored the application of AI-enabled
voice assistants for various consumer-related decisions and matters
(McLean et al., 2021; Brill et al., 2022). The grounded theory of research
has been used as a basis to understand the consumer’s perspective,
specifically related to international students (Tajpour et al., 2021). It is
revealed that the co-integration of international students with AI has
created a set of novel ideas and initiatives that can be explored for better
decision-making and understanding in the education contexts.
S. Kumar et al. Technological Forecasting & Social Change 201 (2024) 123258

1.3. Application of Chat GPT in higher education
Multiple studies have explored the potential benefits and contribu­
tion of the Chat GPT in the educational domain. For instance, Tlili et al.
(2023) delved into various dimensions such as ethical aspects, emotions,
personality, utility, and educational augmentation to examine the Chat
GPT’s case. Chat GPT has been used to test against various global level
entrances and questions such as the United States Medical Licensing
Examination (USMLE), which have by far seen passing or near human
potential scores (Hosseini et al., 2023). The studies have also identified
the potential of Chat GPT to facilitate personalized learning, continuous
feedback, and quality evaluations and assessments (Hosseini et al.,
2023). They can also facilitate enhanced learning by providing answers
to theoretical questions, stimulating creative thinking through discus­
sions, summarizing complex essays in an understandable state, etc.
(Michel-Villarreal et al., 2023). It can also be used as a copyediting tool,
translation purposes, language editing etc. which can help students and
participants weak in language to perform and learn better (Michel-Vil­
larreal et al., 2023). For the mentors, faculty, and content creators it can
assist in curriculum development, resource acquisition, and writing
work (Michel-Villarreal et al., 2023).
Based on the extant literature, it is quite evident that the integration
of artificial intelligence in the education sector has enormous potential
which can be further explored, provided the ethical issues have been
mitigated (O’Connor, 2023). Researchers through a dynamic explora­
tion in the Python-based programming software also tested the di­
mensions of business analytics and found conducive results. This
provides a higher order result where Chat GPT can be used for con­
ducting quizzes and assignments and the instructors shall make effective
use of the same (Laker and Sena, 2023). This also means that educators
can delegate mundane and routine tasks to the Chat GPT and can focus
on more cognitive-based tasks which will add to the learnings of the
students. Speculating on success and failure rates of students under­
taking formal assessment, the article evaluates the broader ethical im­
plications for universities in recruitment and learner support,
particularly within contemporary discourses on international student
attainment, mental health, and well-being (Sweeney, 2023).
based software are also found to lack novelty and originality as they
only replicate in an assembled form, elements which are already existent
in the public domain. Thus, the same cannot be substituted for any kind
of academic work (Iskender, 2023). The discussion over the uses of Chat
GPT has not explored the critical usage of Chat GPT at the University
level aspects (Dianova and Schultz, 2023).
The analysis of literature reveals that concentration of research is
primarily in understanding possible approaches of integrating AI in
higher education with cautious approach, however researchers have
agreed that the field is evolving and requires integrative approach while
discussing the utility of AI for young learners. Further, the exclusive
research on the application of AI in business education is relatively novel
than other fields and requires attention of researchers and academicians.
Therefore, present study attempts to demonstrate the utility of AI
(specifically ChatGPT) in TLA particularly in the context of business
education.
2. Methodology
The study aims to understand the perspective of academicians and
researchers towards the usage of artificial intelligence related bots such
as ChatGPT in transforming the learning outcome and by adding value
to the learners. To achieve this objective we employed an interpretative,
qualitative mixed methods research design. This approach shall allow us
to gauge the expertise and experiences of the respondents through the
lens of their own discourse (Morris et al., 2023).
This study adopts a methodology of three phases designed to trian­
gulate data (presented in Fig. 2) to delve deeper into the potential im­
plications of the ChatGPT tool for academic theory and practice. A
systematic literature review (SLR) is conducted in the first phase. We
establish the foundation for a comprehensive understanding (Okoli,
2015) of the current use and impact of ChatGPT in academia by con­
ducting a thorough literature review. The SLR helps identify key themes,
gaps, and inconsistencies in prior research (Sylvester et al., 2013; Ban­
dara et al., 2015; Goodell et al., 2023), providing a strong groundwork
for developing and validating our research hypotheses. We compre­
hensively analyzed and synthesized ChatGPT’s function and impact in

1.4. Barriers in implementing Chat GPT in higher education

Despite the identification of various potentials of Chat GPT in the

education sector, it is imperative to accept that every coin has twin sides
and the usage of Chat GPT will not be free from challenges. The explo­
ration into the user experiences highlighted cases of cheating, plagia­
rism, misleading information, manipulation, lack of updated
information, etc. (Tlili et al., 2023). These challenges have also been
addressed previously due to a lack of adequate legal regulations, data
security concerns, technical malfunctioning, etc. (Janssen et al., 2021).
Moreover, educational institutions or policymakers have not been
able to create policies or guidelines to provide clarity to the students for
the optimum usage of Chat GPT in the educational domain (Michel-
Villarreal et al., 2023). Without an optimum guideline, there will always
be concerns in the educational landscape about the content being
generated by an individual or through these artificial intelligence tools.
To further aggravate the scenario, it has been found that the content
generated through these tools is even competent to bypass conventional
plagiarism detection tools such as Turnitin. Therefore, raising questions
about the prospects of the education sector specifically in the context of
evaluation and assessments (Michel-Villarreal et al., 2023). Based on the
Chat GPT features it has been widely recognized that they are biased
algorithms and cannot be used for the admission and grading-related
elements for the students. These can be destructive for the students if
not used judiciously (Ivanov, 2023). Another prominent issue is the
usage of AI as a substitute for human educators, which may create
transparency, accountability, and a lack of human touch, leading to
disruption in decision-making (Slimi and Carballido, 2023). These AI- Fig. 2. Methodology funnel.

3
S. Kumar et al.
higher education and business management disciplines. “Scopus” and
“Web of Science” are two of the most reputable and exhaustive academic
databases, so we chose them for our systematic review. Our primary
focus was on articles containing the terms “ChatGPT” OR “Generative
AI” OR “ChatGenerative” OR GPT OR “Artificial Intelligence” OR “AI”
AND “Higher education” OR “Management education” OR “Business
Education” “Business schools” OR “academi*”. These keywords were
selected because they are pertinent to our goal of comprehending the
impact and applications of AI technologies such as ChatGPT in the
educational and business sectors. Given the importance of quality and
rigor in our review, we limited our search to journal articles that had
been peer-reviewed, as can be seen from Fig. 3 presenting the process of
Search flowchart. We manually examined the abstracts of each study
and, if necessary, the full papers to determine the empirical character of
each study. To further limit our selection, we excluded studies that did
not explicitly address particular challenges or applications within higher
education, business schools, or academic institutions. Through this in­
clusion and exclusion criteria we had the final 89 articles.
The second phase focuses on interviews with academic professionals
to obtain first-hand insight (Mallin et al., 2004) into how they perceive
ChatGPT’s function in academia. These discussions have the potential to
illuminate the practical difficulties and opportunities (Guest et al., 2003;
de Villiers et al., 2022) encountered by academicians when integrating
ChatGPT into their work. The data for our research was collected
through the semi-structured telephonic interviews as based on the pre­
vious studies, it has been found that senior experts and administrators
are reluctant towards filling the written questionnaire due to lack of
availability of time and therefore low response rate was evident in such
methods (Guest et al., 2003). There is bleak evidence to show that re­
sponses through telephonic interviews differ from face-to-face in­
terviews in case they show consistent results (Cassell et al., 2002). The
data was collected from the respondents using semi-structured tele­
phonic interviews which were carried during the three months period
ranging from March 2023 to June 2023. In all forty-five semi-structured
telephonic interviews were carried out with the professors, associate
professors, assistant professors, researchers, and instructors at higher
educational institutions which are listed in National Institutional
Ranking Framework (NIRF, 20231). The NIRF listed institutions were
chosen as these higher educational institutions are more likely to adopt
the technological innovations in teaching and learning space as
compared to other institutions spread across India. The interviews were
conducted by following all the ethical guidelines and consent of the
respondents were taken in writing. The telephonic semi structured in­
terviews were conducted by asking open ended questions from the re­
spondents. The interviews lasted for around 30–40 min and these were
recorded with the respondent’s permission. Further, these files were
transcribed verbatim to maintain the authenticity of the respondents’
perspectives. Transcription of interview-based research is a fundamental
element of qualitative research (Poland, 1995). The invitations were
sent to 300 experts out of which 89 participants reverted with their
acceptance. Based on the acceptance we scheduled a convenient time for
the telephonic interview with all the 89 experts. But due to some un­
avoidable circumstances and lack of availability we were able to conduct
final interviews with 45 experts only, as presented in Fig. 4. Table 1
describes the demographic aspects of the participants. This qualitative
information supplements the SLR findings, allowing for a more
comprehensive understanding of the phenomenon. The interviews
contextualize the academicians’ practical experiences within the theo­
retical frameworks uncovered in Phase 1.
In Phase 3, we finally turn to professional social media platforms to
collect and analyze opinion articles (Weismayer et al., 2021; Erfani
et al., 2023) regarding the academic use of ChatGPT. The power of social
media platforms (Rathore et al., 2017; Fan and Gordon, 2014) resides in
1
https://www.nirfindia.org/2023/Ranking.html
4
Technological Forecasting & Social Change 201 (2024) 123258
their capacity to reflect current professional debates and perspectives.
The diversity of its user base enables us to broaden the scope of our
research beyond India and solicit faculty members worldwide for their
perspectives on using ChatGPT in higher education. We concentrate on
the post section, where academicians share their opinions on tools and
technologies, such as ChatGPT. Following the preceding, we extracted
and analyzed LinkedIn posts pertinent to using ChatGPT in higher ed­
ucation. In totality, we identified 102 Linkedin posts relevant to our
research topic. Further cleaning of data led to the acceptance of 58 posts.
After data extraction and collection, text analysis was performed using
machine learning tools written in Python. Preprocessing, a crucial step
for successful text analysis (Liu, 2022), was performed to refine the data
for subsequent analyses. This process involved text cleaning, stopword
removal, and lemmatization. By analyzing these discussions, we can
identify novel use cases and challenges, providing an up-to-date
comprehension (Moe and Schweidel, 2017) of how the instrument is
evolving in actual academic settings. Upon preprocessing, the refined
data underwent three layers of analysis: thematic analysis, text sum­
marization, and keyword extraction. The first layer, thematic analysis,
employed Latent Dirichlet Allocation (LDA), a well-known topic
modelling technique, to identify the overarching themes or topics
prevalent in the interview transcripts (Blei et al., 2003; Culasso et al.,
2023). The second layer involved text summarization using the BERT
model, which intelligently identified and extracted the most salient
sentences from each transcript, thereby providing a condensed yet
contextually accurate overview of the content (Devlin et al., 2018). The
next layer encompassed keyword extraction, implemented via the YAKE
algorithm. We utilized the NRC Word-Emotion Association lexicon and
the ‘syuzhet’ R package to conduct a sentiment analysis. This study
calculated the frequency of positive, negative, and neutral emotions
conveyed in the collected LinkedIn posts and interviews (Tokarchuk
et al., 2022). We aimed to acquire a deeper understanding of public
perceptions and responses by capturing the nuanced feelings regarding
the use of ChatGPT in higher education through this layer of analysis.
This global exploration has the potential to inform the implementation
of ChatGPT in the Indian academic context, thereby contributing to our
research’s overarching objective. By employing this novel method, we
hope to provide a globalized and comprehensive perspective on the
implications of ChatGPT for higher education.
The selected three-phase methodology aims to provide a robust and
nuanced comprehension of the academic role of ChatGPT. By triangu­
lating our findings through a comprehensive literature review, direct
interaction with academics, and analysis of ongoing social media de­
bates, we hope to conduct a thorough and pertinent investigation.
2.1. Analysis
2.1.1. Phase 1 (literature profiling)
Table 2 demonstrates the Literature Profiling. Types of research
methods employed across 89 articles highlights the prevalence of
empirical and conceptual/general approaches over surveys and reviews.
As for the type of data utilized in these articles, qualitative data was
overwhelmingly favored. Case-study, field study, and survey data each
had only one instance of usage. Meanwhile, archival research data was
employed in 2 of the surveyed articles. Quality assurance assessment
was performed, detailing the representation of articles across varying
rankings from the Australasian Business Deans Council (ABDC), Scopus
quartile rankings, and the Academic Journal Guide (ABS).
In the discourse analysis of keyword themes (Table 3), four primary
themes emerged - Academic Integrity, Pedagogical Techno-Innovation,
Experiential Engagement, and Text Generation Techniques. These
themes encompassed sub-themes and keywords ranging from ethical
considerations to assessment methods, digital technology, and student
engagement, amongst others.
In Table 4, the literature highlighted both benefits, challenges and
used cases in Pedagogy, Technology, Assessment, and Ethics. These
S. Kumar et al. Technological Forecasting & Social Change 201 (2024) 123258

Fig. 3. Search flowchart.

Fig. 4. Sample selection process.

included the support for digital writing and automated writing evalua­ such as handling indeterminate data, ensuring the ethical use of student
tions, increased productivity, innovative assessment design, and the data, distinguishing between human-written and AI-generated text, and
enhancement of information literacy instruction. Conversely, challenges threats to academic integrity were also highlighted.

5
S. Kumar et al. Technological Forecasting & Social Change 201 (2024) 123258

Table 1 generated were read repeatedly and the prominent themes/subthemes

Demographics of the participants. were identified from each of the transcripts of the respondents. Each of
Category Participants Frequency Percentage these themes were assigned relevant codes for ease in identification and
comparison purpose (Ryan and Bernard, 2003). The codes were assigned
Gender Male 26 57.77
Female 19 42.22 independently by two researchers and the differences between the codes
Age (in years) 21–25 5 11.11 were resolved through discussion (Gupta and Singh, 2012). Post iden­
26–30 22 48.88 tification of the themes, a comparison was made between the themes/
31–35 10 22.22 codes to identify the linkages which led to the development of major
36 and above 8 17.77
Designations Professors 6 13.33
themes for our study. The above methodology has been widely used in
Associate Professors 1 2.22 previous qualitative studies employing interview methods (D’Cruz and
Instructors 11 24.44 Noronha, 2012; Strauss and Corbin, 1998).
Assistant Professors 22 48.88 Based on the thematic analysis the study has tried to answer various
Lecturers 5 11.11
research questions:
RQ1: “What is the potential of ChatGPT in improving the teaching
and learning experience in higher education?”
Table 2
Literature profiling. Each of the respondents was given an open space to answer this
Type of Number Type of Number of Journal Number of question and the majority of the respondents focused upon the ability of
Research of Data Research Ranking Research the ChatGPT to promote “personalized learnings” amongst the students
Articles Articles Index Articles in higher education. Personalized learning is a mechanism that helps
Empirical 49 Qualitative 39 ABDC: A* 1 students learn things at their own pace, based on their needs, interest
Research and aptitude (Fuchs, 2023). Personalized learning has often been found
Conceptual 23 Case-study 2 ABDC: A 3
to be correlated with a high degree of academic achievement, self-
and
General efficacy, and engagement (Wu, 2017). For instance, the answers given
Survey and 6 Field study 5 ABDC: B 3 by the student can be evaluated by the ChatGPT to identify the weak
Review Survey 17 ABDC: C 16 areas and students can be provided with additional support in those
Archival 2 Scopus: 29
areas. Moreover, it has been often found that when students are taught
research Q1
Scopus: 25
based on their interest and abilities, they develop a higher degree of
Q2 understanding of the topics and concepts (Fuchs, 2023). Second most
Scopus: 12 widely rated potential of using ChatGPT has been development of
Q3 “Critical thinking”, for instance professors can develop complex busi­
ABS: 1 4
ness scenarios with the help of ChatGPT and students can be involved in
ABS: 2 6
the brainstorming sessions for developing their cognitive abilities and
Notes: ABDC: Australasian Business Dean Council. making the classroom innovative (Yu, 2023). Further, in order to make
optimum utilization of the classroom timings, ChatGPT can act as a
“Unique Teaching tool” (Javaid et al., 2023) for instance in a subject of
Table 3
business laws ChatGPT can help students navigate through the various
Themes derived from keywords.
complex laws and their provisions and the classroom can be used for the
Themes Sub-Themes Keywords Count discussion and interpretation purpose.
Academic Ethical Ethics, Research Ethics 14
Integrity Considerations R1: “ChatGPT can help students and instructors by providing
Academic Standards Academic Integrity, Integrity 11 personalized learning experiences tailored to each student’s needs,
and Integrity Design strengths, and weaknesses”.
Research Research, Research Integrity 9
Methodology and R29: “ChatGPT is still in the growing phase; it can help improve
Standards teaching and learning in the coming future. The fact-based questions
Academic Publishing Publication, Scholarly 3 can give a base to students and teachers and develop critical thinking
and Ethics Publishing, Publishing
Ethics
based on the classroom discussions”.
Pedagogical Assessment Methods Assessment, Online 7
R18: “ChatGPT has the potential to enhance the teaching and
Techno- and Technologies Assessment, Assessment
Innovation Design
learning experience in higher education by serving as a unique
Innovations and Pedagogical Innovations, 5 teaching tool to improve critical thinking skills and prepare students
Theory in Pedagogy Pedagogical Theory of for their careers by using ChatGPT.
Learning
Digital Learning Digital Technology, Digital 4 RQ2: What are the specific use cases where ChatGPT could bring
Technologies Literacy, Digital Learning, value to higher education, particularly in B schools?
Digital Transformation
Experiential Student Engagement Student Learning, Student 5 The rationale behind looking at the B-Schools specifically is based on
Engagement and Learning Perceptions, Student the notion that B-Schools provide the most cutting-edge learning process
Experience Character
which can provide relevant placements to the students (Rana et al.,
Text Generation Text Generation, Automatic 4
Techniques Text Generation
2022). Thereby they are the ones who are by far going to be the early
adopters of ChatGPT for the learning orientation. The major use of
ChatGPT in B-schools focussed upon “developing practical examples
2.1.2. Phase 2 and case studies” which can help students have a better understanding
The semi-structured telephonic interviews which were conducted in of the real-world scenarios. The students will be able to better access
the second phase of data collection were analyzed with the help of various examples being taught in the B-Schools and will be able to solve
thematic analysis (Lim, 2019). The treatment and data analysis were various case studies problems as well (Yu, 2023; Khan et al., 2023).
conducted based on the work of Van Manen (1998). The transcripts Moreover, from the perspective of academicians as well whose

6
S. Kumar et al. Technological Forecasting & Social Change 201 (2024) 123258

Table 4
Benefits and challenges stated in previous literature.
Theme Benefits Challenges Use Cases Citation(s)

Pedagogy ● Supports digital writing and
Automated Writing Evaluations
(AWE)
● Enhances knowledge and
understanding
● Complements learning and
research processes
● Potential to be an effective
tutor
● Affordance and potential
applicability in L2 writing
pedagogy
Technology ● Enhanced productivity across
various industries
● Self-improving capability with
personalized and real-time
responses
● Produces accurate, human-like
responses
● Possibility of providing a more
efficient and effective method
of evaluating teaching styles
● Facilitates complex learning
and decreases teaching
workload
● Provides quick and efficient
reference and support services
● Provides instantaneous replies
contributing to an ‘experience
of flow’
Assessment ● Shows high performance in
various tests (e.g. TUCE)
● Opportunities for innovative
assessment design Supports
development of critical
thinking
● Increases student engagement,
collaboration, and accessibility
Ethics ● Offers personalized feedback,
adaptive learning pathways
● Potential to shape the role of
digital literacy
● Enhances information literacy
instruction
● Difficulty in handling
indeterminate and uncertain data
● Concerns about its impact on
writing pedagogy
● Difficulty differentiating between
student work and AI-produced
content
● Consequences of biases, misuse,
and misinformation
● Potential for misuse and
fabrication of information
● Disruptions to practices
● Difficulty in ensuring the ethical
use of student data
● Fears of making researchers and
students machine-dependent
● Potential for overestimation of
understanding due to the speed
and ease of interaction with
ChatGPT
● Barriers from AI integration in
education
● Difficulty of distinguishing
between human-written and AI-
generated text
● Concerns about authenticity of
assessment
● Impact on developing lateral
competencies essential for future
engineers
● Threats to privacy and security
● Issues related to academic
integrity and safety
● Risk to professionalism
● Challenges in detecting plagiarism
● Threats to academic honesty and
educational equity
● Limitations in assessing learning
outcomes, potential biases and
falsified information
● Personalizing learning
● Enhancing student
engagement
● Supporting second
language writing
● Creating supportive
learning environments
● Decreasing teaching
workload
● Content generation for
writing classes and course
materials
● Detecting AI-generated
essays
● Identifying AI-generated
text for plagiarism checks
● Assisting in student work
and assessments
● Testing AI’s performance
in standardized tests
● Designing AI-assisted as­
sessments, Automated
Writing Evaluations (AWE)
● Promoting academic
integrity
● Preventing misuse of AI
models
● Educating users in an AI-
prevalent environment
Vinichenko et al. (2020); Gallastegui and
Forradellas (2021); Perkins (2023); Fergus et al.
(2023); Sullivan et al. (2023); Alnaqbi and Fouda
(2023); Barrot (2023); Howell and Potgieter
(2023); DuBose and Marshall (2023); Marron
(2023); Konecki et al. (2023)
Zhang and Yencha (2022); Dwivedi et al. (2023);
Farrokhnia et al. (2023); Ivanov (2023); Shoufan
(2023); Rose et al. (2023); Alnaqbi and Fouda
(2023); Currie (2023); Lappalainen and
Narayanan (2023); Stojanov (2023); Rasul et al.
(2023); George and Wooden (2023); Johinke et al.
(2023); Firat (2023); Howell and Potgieter (2023);
Willey et al. (2023)
Reddrop and Mapunda (2019); Geerling et al.
(2023); Crawford et al. (2023); Johinke et al.
(2023); Farrokhnia et al. (2023); Sánchez-Ruiz
et al. (2023); Strzelecki (2023); Naidu and
Sevnarayan (2023); Laker and Sena (2023)
Iskender (2023); Eager and Brunton (2023); Rasul
et al. (2023); Firat (2023); Lo (2023); Johinke
et al. (2023); Limna et al. (2023); Currie (2023);
Cotton et al. (2023); Yan (2023); Lancaster
(2023); Chergarova et al. (2023)

institutional responsibility is to develop a critical thinking approach
amongst the students, can employ these innovative methods (ChatGPT)
for efficient practical learning experiences of the students (Else, 2023).
Another specific use of ChatGPT is with respect to understanding of
“Industry Trends and providing career guidance” (Luan et al., 2023) for
instance ChatGPT can highlight what specific skills are expected out of
an individual applying for a business analyst profile in the industry. The
professors as well as students can focus upon developing these skills such
that the students get placed and they are able to excel in their jobs and
career.
R7: “ChatGPT can be used to create interactive case studies for stu­
dents, allowing them to analyze real-world problems and to develop
solutions”.
R44: “ChatGPT can assist students in B schools by providing career
guidance and counseling. ChatGPT can answer questions about
career paths, job opportunities, and industry trends and provide
students with personalized recommendations based on their interests
and skills”.
RQ3: “In what ways can ChatGPT enhance student engagement and
motivation in higher education settings?”
Maintaining students’ engagement and motivation is one of the
crucial challenges for any higher educational institutions (Treve, 2021)
especially in the era of digital learning. Through this question we tried to
address this challenge and the role that can be played by ChatGPT in this
aspect. Most of the respondents felt that ChatGPT can “gamify learning
experiences” which can foster engagement and motivation amongst the
students. Engagement majorly refers to the student’s attitude and
dedication towards the task which has been assigned to them (Sure­
ndeleg et al., 2014). Previous studies have also documented that usage
of gamification strategies in the education space can make the teaching
activities interesting and can enhance the level of engagement and
motivation of the students (Baah et al., 2023; Heidari et al., 2021). These
gamification methods and strategies with the help of behavioral and
emotional engagement enhances the level of motivation of the students
towards a better learning (Thomas and Baral, 2023). Another insightful
element which can help in fostering engagement amongst the students is
“story creation.” With the help of ChatGPT the professors can create
engaging stories to teach various concepts and topics, this will not only
enhance the attention span of the students but will also help in deeper

7
S. Kumar et al.
understanding of the concepts (Sadik, 2008).
R42: “ChatGPT can be used to gamify learning experiences, making
them more fun and engaging for students. This can help students to
stay motivated in their studies and to learn more effectively.”
R31: “Students lack attention due to excessive use of technology,
ChatGPT can provide engaging stories which can help in under­
standing complex concepts. The students will feel more connected to
these stories as compared to the normal lectures”.
RQ4: What are the limitations of using ChatGPT in higher education
within B schools?
Every revolution shall be treated as a “double edged sword”, and
thereby the usage of ChatGPT in the higher education sector is bound to
have certain limitations, which gives rise to several challenges. The
major limitation which has been identified in the analysis is “over-
reliance and overdependence on ChatGPT” which may “reduce the
level of creativity” of the students (Yu, 2023). The ChatGPT is found to
make things engaging for the students, but excessive use of ChatGPT will
kill the analytical skills and thinking abilities of the students which shall
not be beneficial for the long-term growth and development. One of the
qualities that needs to be developed amongst the students is inquisi­
tiveness (Elnadi and Gheith, 2023), excessive use of ChatGPT will reduce
the curiosity level and questioning abilities of the students (Fuchs,
2023). Moreover, the use of ChatGPT also leads to deception in terms of
objective evaluation of the students, for instance if the students com­
plete their assignments with the help of ChatGPT it shall be “difficult to
conduct an authentic evaluation” of their understanding. Some uni­
versities have already advocated that use of ChatGPT would lead to the
development of dishonesty and cheating behaviors in the students which
will affect their learning outcomes (Kasneci et al., 2023). Another major
limitation of using ChatGPT is “lack of development of soft skills,”
ChatGPT is an algorithm-based system which does not possess elements
like interpersonal skills, empathy and emotional intelligence which can
help the students in the development of soft skills, prima facie which are
highly essential in the industry scenario (Mhlanga, 2023).
R20: Students would turn out to be lazy and inefficient and will lose
their thinking abilities, due to excessive use of ChatGPT”.
R32: “ChatGPT may not be suitable for teaching soft skills that
require or human interactions”.
R43: “It becomes extremely difficult for the professors to have a clear
idea whether the projects have been submitted with the help of
ChatGPT or otherwise”.
RQ5: How do you see ChatGPT transforming the role of educators
and their interactions with students in higher education settings?
The use of ChatGPT has already proved to be transformative for
teachers, students, and other stakeholders (Dwivedi et al., 2023). There
are several ways which have been identified through which the working
and teaching pedagogies have seen a major shift. Firstly, ChatGPT has
helped in “automating several tasks of the educators” such as creating
assessments, creating study materials, case studies formulation, pre­
sentation tools etc. (Kasneci et al., 2023). This shall give time to the
professors to focus on more critical areas such as analytical sessions in
classrooms, innovative pedagogies etc. Secondly, in order to meet the
demands of the students with respect to the doubts, ChatGPT will be a
comprehensive tool to “resolve these doubts by providing multiple real-
life examples”, for example the complex legal provisions can be
explained with the help of real-life industry apt case studies (Rahman
et al., 2023). Thirdly, “students’ learnings can be further enhanced”
with the help of ChatGPT which enables educators in understanding the
difficulties faced by the students by identification of trends and patterns
in their responses. This will further help them in devising the instruc­
tional material by catering to the common issues in learning (Rathore,
8
Technological Forecasting & Social Change 201 (2024) 123258
2023).
R4: “ ChatGPT can transform the role of educators by automating
certain aspects of the teaching process, such as grading and
providing feedback”.
R35: “ChatGPT technology can assist educators in analysing student
data and identifying trends and patterns, which can help to inform
instructional decisions and strategies.”
R6: “Through ChatGPT, routine and mundane tasks could be passed
on to the technology, thereby, creating efficiency in the conduct of
tests, grading, feedback, etc.”
RQ6: What are some ethical considerations that need to be addressed
when implementing ChatGPT in higher education within B schools?
There are several potential ethical considerations with usage of
ChatGPT. The first and foremost being the “violation of copyright
infringement due to plagiarism issue”. The use of ChatGPT for the
development of instructional material for teaching as well as for other
scientific purposes may attract copyright violation (Dave et al., 2023).
Therefore, it is pertinent to develop adequate norms and policies with
respect to the usage of ChatGPT in B-school whether by professors or by
the students. Secondly, there will always be an ethical issue about the
“reliability as well as accuracy” of the information provided by
ChatGPT. Studies have reported that ChatGPT cannot be held liable for
the content and authenticity of the data (Walker et al., 2023). For
Instance, Open AI has never released information with respect to the
training models, testing of the ChatGPT system and therefore the func­
tioning of the ChatGPT is opaque, which makes the outcome unreliable.
Third issue relates to the “Biasedness with respect to the outputs”
generated through ChatGPT. The data generated from the ChatGPT is
based upon the internet sources, which may not be representative of the
diverse perspective and sometimes ChatGPT itself may not be able to
choose between the authentic and non-authentic sources leading to
biased results (Zhou et al., 2023).
R36: “The use of ChatGPT in higher education raises concerns about
academic integrity. Educational institutions must ensure that stu­
dents are not using ChatGPT to cheat on assignments or exams and
that the technology is used in a way that supports academic
integrity”.
R11: “Ethical consideration is the potential for bias in the use of
chatbots”.
R22: “ChatGPT is a technology, there are several ethical consider­
ations that should be kept in mind - such as data and privacy issues,
leakage of personal information of students, etc.”
RQ7: What are the potential future developments in the use of
ChatGPT in higher educational institutions?
Though ChatGPT has brought forth significant technological revo­
lution in higher education and other domains, there is still a lot of scope
for improvement in the light of the limitations of the usage of ChatGPT
Models. The first future development could be “integration of ChatGPT
with other technologies” such as virtual reality or augmented reality;
this would further advance the level of engagement and enrichment of
the students in terms of the learning outcomes (Elbanna and Armstrong,
2023). Secondly, though ChatGPT can be used to a certain extent to
derive personal feedbacks and helps in student learning, future versions
of development may investigate the “peer to peer and collaborative
learning” aspects and these elements would further advance the moti­
vation of the students and would lead to better cognitive abilities based
on the discussions (Abd-Alrazaq et al., 2023). Another future develop­
ment in ChatGPT with respect to the higher education space could be
“Specialized domain specific models”, (Liu et al., 2023) these models
shall provide ample space for parallel and collaborative working of
ChatGPT as well as humans. Such a system will dispel all the
S. Kumar et al. Technological Forecasting & Social Change 201 (2024) 123258

inadequacies which are witnessed currently with respect to ChatGPT Table 5

and will provide the highest level of cognitive development and Demographics of LinkedIn post writers.
outcomes. Position Category Count Region Count Experience (in Count
years)
R28: “As these technologies continue to evolve, we may see
increased integration between ChatGPT and other technologies, such Assistant Professor 15 North 18 0–10 7
America
as virtual and augmented reality, to create more immersive and
Associate Professor 4 Europe 8 10–20 10
engaging learning experiences”. Professor 5 Asia 11 20–30 13
Dean and Director 18 Oceania 5 30–40 8
R40: “A potential future development in the use of ChatGPT is the Office 6 Africa 1 40 + 2
integration of personalized learning algorithms, which would enable Administration
ChatGPT to provide tailored learning experiences based on students’ Staff
individual needs and learning styles”.
R2: “One possible future development in ChatGPT and AI is increased
specialization”. Table 6
Topic modelling using latent dirichlet allocation (LDA).
Fig. 5 provides the bird’s eye view of the Interview findings using the Topic Keywords Topic Identified
(SCOT) Framework where we have enlisted the Strengths, Challenges, ID
Opportunities and Threats of using ChatGPT in the higher education
0 0.032*”chatgpt” + 0.025*”educ” + The Potential of ChatGPT in
sector. 0.016*”student” + 0.011*”higher” + Higher Education
0.010*”potenti”
2.1.3. Phase 3 1 0.020*”student” + 0.019*”assess” + Using Generative Models like
The study considers a wide variety of LinkedIn post authors in terms 0.016*”educ” + 0.014*”learn” + ChatGPT for Student
0.013*”chatgpt” Assessments
of job titles, geographic locations, and years of experience (in Table 5). 2 0.016*”gener” + 0.016*”student” + Impact of Generative Tools like
Principal academic positions include Assistant Professors and Directors, 0.016*”chatgpt” + 0.016*”educ” + ChatGPT on Students in
as well as Professors, Associate Professors, Deans, and Office Staff. 0.009*”institut” Educational Institutions
Geographically, the majority of authors are from North America, Asia, 3 0.018*”educ” + 0.013*”student” + The Role of ChatGPT in
0.010*”assess” + 0.008*”chatgpt” + Educational Assessments and
and Europe, while Oceania and Africa are underrepresented. The ma­
0.007*”learn” Learning
jority of authors have 20–30 years of professional experience, followed 4 0.030*”educ” + 0.020*”student” + Addressing the Needs of Higher
by those with 10–20 and 30–40 years. Few authors possess less than ten 0.018*”higher” + 0.013*”chatgpt” + Education Students with
or fifty to sixty years of experience. This demographic diversity provides 0.012*”need” ChatGPT
a rich context for examining the platform’s diverse content and
perspectives.
researchers assigned based on the most prominent and coherent key­
The application of Latent Dirichlet Allocation (LDA) in Topic
words within each topic based on literature and understanding of the
Modelling, presented in Table 6, yielded a distinct set of five themes that
context. Parallel to this, the Table 7 states the Yake algorithm’s The­
serve as essential indicators of the ongoing discourse in the field. In LDA,
matic Analysis further refined our comprehension by highlighting seven
each topic is represented as a distribution over words. The numerical
intricate themes that capture the various facets of the AI in education
values next to each keyword in Table 6 (e.g., 0.032*”chatgpt”) represent
debate. While both LDA and Yake offer valuable insights, their per­
the probability of that word being associated with a particular topic.
spectives are complementary. The LDA predominantly identifies
These probabilities are derived from the frequency of words across
broader topic areas surrounding AI applications such as ChatGPT in
different documents, adjusted by the algorithm to emphasize words that
higher education, whereas the Yake algorithm delves deeper to uncover
are more distinctive to each topic. The labels for each topic (e.g., “The
sub-themes, illuminating subtler aspects such as ‘Academic Integrity’
Potential of ChatGPT in Higher Education”) are interpretative labels
and ‘Challenges and Adaptation.’

Fig. 5. Summary of the Interview Findings Using SCOT Framework.

9
S. Kumar et al. Technological Forecasting & Social Change 201 (2024) 123258

Table 7 optimum learning and support for the students. In this context, the
Thematic Analysis using Yake algorithm. context of IT Mindfulness by Thatcher and colleagues turns out to be a
Theme Keyword(s) Count productive tool for enhancing students’ engagement with technology-
related tools (Dwivedi et al., 2023). The next prominent element was
Adaptive Learning learning approach, AI-generated content, 17
authentic assessments, learning outcomes, pedagogical innovation which emphasizes ways and means to enhance
student assignments, full potential, learning the student’s learning using technologically driven tools. ChatGPT can
environment, understanding context, project- help the students in understanding the concepts in a comprehensive
based assignments, real-world tasks, manner, aid with doubts and queries, and can also help faculty members
technology, education, adaptive learning,
contextual understanding, student
and instructors in devising course curricula and objective evaluation of
engagement the students. Furthermore, experiential engagement has been a major
Higher Education higher education reforms, education crisis, 14 dimension that has been questioned in the traditional education system,
Reforms and trigger, staff, makes, reforms in India, ChatGPT along with various other forms of AI-based bots can help in
Innovation educational innovation today, reshapes,
improving the overall experience and engagement of the students. For
integration of Artificial Intelligence,
technology implications, future of higher example, tools like pop-up messages, voice assistants, and audio-based
Student Engagement and Student engagement, learning outcomes, 12 devices help students get their queries resolved, get feedback on their
Success assessments, and success in student academic assignments, enhance response time for student support, etc.
assignments These experiential tools can reduce the administrative and teaching load
Technology and Integration of Artificial Intelligence, 10
Education technology implications, rapidly evolving
of educators.
technology, education, and implications in Apart from the above-mentioned common dimensions, adaptive
rapidly evolving technology and education learning was one of the distinct aspects discovered in the analysis with
Academic Integrity academic integrity, collaborative, honesty, 8 respect to ChatGPT. Adaptive learning is a form of learning where the
literature, and tale
systems as well as software can customize the content or the assessments
Teaching and Learning Teaching and learning, improving or 7
threatening higher education, discussions of as per the capabilities or the difficulty level set by the instructors to meet
ChatGPT, ChatGPT, and education, learning specific goals. For instance, while using ChatGPT the educators can
approach formulate the course curriculum or assessment materials as per the
Challenges and Big disruption, hurrying to adapt, initial 6 needs and requirements by specifying such prompts to the system. This
Adaptation reactions, challenges and adaptation in higher
approach shall enhance the overall effectiveness and efficiency (Zhai,
education
2022). Overall, the use of ChatGPT can be summarized into performing
three critical aspects of higher education i.e., content development,
The R Studio-performed Sentiment Analysis adds an affective content delivery or pedagogy, and assessments.
dimension to this discussion (in Table 8), thereby enhancing the anal­ Further, the holistic growth and development of the B-school pro­
ysis. Instead of merely identifying the predominant themes, sentiment fessional depends on two prime skill sets i.e. technical (hard skills) and
analysis identifies the tone of the dialogue. Its findings indicate a soft skills. On simple parlance ChatGPT as an AI-based tool can foster
generally optimistic attitude towards AI applications in education, technical skills through various ways and means, but the scope for the
tempered by some critical reflection on potential obstacles. High scores development of soft skills amongst the students is limited. For instance,
for ‘fear’ and ‘disgust’ indicate an awareness of potential ethical and ChatGPT cannot facilitate peer-to-peer learning and does not capture
practical obstacles. The high ‘trust’ score indicates a belief in technology human emotions, social behavior, discussions, etc. Soft skill develop­
advancement. Collectively, these analytic techniques provide a ment is predominantly dependent on human interaction and collabo­
comprehensive and nuanced comprehension of the current discourse on rative learning environments. These environments, which encourage
AI’s role in higher education. interpersonal communication, negotiation, conflict resolution, and
collaboration, are crucial for the holistic development of students.
3. Discussion Despite the significant advantages of AI tools such as ChatGPT for
facilitating self-learning, problem-solving, and enhancing digital liter­
Using triangulation, we answer the research question of how acy, they cannot fully replicate these aspects of human-led education.
ChatGPT can transform learning and add value for higher education However, incorporating ChatGPT into a comprehensive teaching,
students, specifically in the context of business schools. We obtain learning, and assessment strategy can significantly contribute to an
insightful and diverse perspectives from this triangulated data set engaging and dynamic learning environment. By providing immediate
derived from a systematic literature review (SLR), interviews, and feedback, adaptive learning opportunities, and personalized content,
LinkedIn opinion posts. There were certain elements that were found to ChatGPT can supplement regular classroom instructions, thereby
be common in all the three phases of analysis whereas some of the as­ fostering a more effective and inclusive learning environment. There­
pects were independently drawn and required our special attention. The fore, development of soft skills requires human intervention and an
common threads were related to academic integrity, pedagogical techno amalgamation of human and ChatGPT is imperative to harvest optimum
innovation, experiential engagements, etc. benefits from it.
Academic integrity and avoiding plagiarism have been critical issues Furthermore, the implementation of ChatGPT in the classroom has
of concern (Cotton et al., 2023), but the same should not turn into a proved to be an effective tool for enhancing students’ technical skills.
barrier for the instructors and they must focus on finding ways leading to This innovative tool assists students in comprehending and retaining
intricate technical knowledge by presenting complex concepts in an
easily consumable manner. A management student who is struggling
Table 8 with the complexities of programming, for instance, could use ChatGPT
Sentiment analysis using R Studio. to comprehend coding principles, thereby acquiring essential technical
Emotion anger anticipation disgust fear skills. In addition, the use of ChatGPT fosters a proactive learning
Score 131 406 70 193
environment by encouraging independent investigation and problem-
Emotion sadness surprise trust Joy solving. In this manner, students enhance both their technical and
Score 124 151 675 292 self-directed learning abilities. The AI assistant can assist students in
Emotion negative positive applying classroom knowledge to real-world situations, such as devel­
Score 340 1339
oping a data model or an app. ChatGPT helps students comprehend the

10
S. Kumar et al. Technological Forecasting & Social Change 201 (2024) 123258

broader implications of their technical skills. It is a robust instrument for Table 9

the development of technical skills, aligning with and enhancing Future directions and research questions.
contemporary pedagogical strategies. ChatGPT can provide a low-risk Theme Future Direction Research Citation(s)
environment for students to exercise and develop these skills, for Questions (RQs)
instance, by incorporating scenarios or simulations involving conflict AI-enhanced Explore the potential RQ1: How can AI Howell and
resolution or negotiation. The key, however, rests in achieving a balance Teaching of AI tools like tools enhance Potgieter (2023);
between ChatGPT and human-led interactions. A well-considered com­ and ChatGPT in student learning? Wu and Yu
bination of AI and human-led pedagogies can result in a more compre­ Learning enhancing student RQ2: How can AI (2023); Bearman
learning and be equipped with and Ajjawi
hensive and enriching learning experience for students, resulting in the engagement emotional and (2023); Stojanov
development of a vast array of hard and social skills. Teachers must be social intelligence (2023)
judicious in their use of AI, ensuring that it serves as a supplement to, to improve
rather than a replacement for, conventional educational practices. This responsiveness to
students’
balance is necessary for an all-encompassing educational strategy that
emotions, thus
cultivates both academic and interpersonal skills in students. This re­ fostering deeper
quires redesigning pedagogical techniques by harnessing the potential of engagement?
AI. Therefore, higher education requires the vigilant attention of edu­ RQ3: How can AI
cators to improve the long-term success quotient of the young work­ tools be integrated
with multimodal
force. We need to be highly attentive as AI also seems to be restricting content (e.g., text,
cognitive ability, if not used with proper guidance, therefore it calls for images, audio,
the designing of AI policy for learners as well as educators by the reg­ video) to create an
ulators. Developing intellectual competence by instilling the skills that immersive
learning
can enhance the usability of the existing knowledge for decision-making
experience for
is essential. This is an indication for policy makers to reinstate the new students?
skill set essential along with the directives for responsible usage of AI to Assessment Develop innovative RQ1: How can AI Bauer et al.
harness the desired potential of budding management professionals and assessment and be utilized to (2023);
without compromising on the development of cognitive ability. Evaluation feedback mechanisms innovate Chaudhry et al.
in the Age of powered by AI, and assessment (2023); Eager
AI set new benchmarks processes in and Brunton
4. Future directions for AI performance in education? (2023);
education RQ2: How can AI Cingillioglu
Artificial intelligence in education is a rapidly growing topic with be used to enhance (2023); Crawford
feedback et al. (2023)
various promising applications. ChatGPT, as an example of AI, has
processes?
demonstrated the potential to profoundly impact different elements of RQ3: What
education. Nonetheless, there are numerous unsolved questions in this benchmarks
subject. The Table 9 outlines many potential study directions, which are should be set for
organized into several thematic areas and suggest intriguing avenues for AI performance in
education?
additional investigation. Ethical and Investigate the RQ1: What are the Dwivedi et al.
Societal ethical and societal ethical (2023); Kooli
5. Conclusion Implications implications of AI in implications of (2023);
of AI in education, including integrating AI into Chatterjee and
Education potential biases and educational Dethlefs (2023);
This paper investigates the transformative potential of ChatGPT, an
privacy issues settings? Firat (2023);
AI-based tool, in enhancing learning experiences and contributing value, RQ2: What Qasem (2023)
particularly in management schools. Through methodical analysis, we societal
identified several main themes that demonstrate how ChatGPT can in­ implications might
fluence academic learning experiences and outcomes. This includes arise from AI use
in education?
nurturing pedagogical innovation, enhancing experiential engagement, RQ3: How can
and facilitating adaptive learning. Our findings demonstrate the value of potential biases
ChatGPT in content development, content delivery, and assessments, and privacy issues
thereby transforming the academic landscape significantly. We observe in AI use in
education be
a significant correlation between the extent to which ChatGPT is used in
effectively
pedagogical practices and the concurrent improvement of students’ managed?
technical skills, highlighting the instrumental function of AI tools such Preparation Enhance readiness RQ1: What Rasul et al.
as ChatGPT in improving students’ technical skills. However, ChatGPT’s and and adaptability of strategies can (2023); Geerling
function in enhancing soft skills was revealed to be complex. Although it Adaptation educational educational et al. (2023);
for AI institutions to AI institutions adopt Rusandi et al.
contributes to developing specific soft skills, such as digital competency, Integration technologies and to effectively (2023);Shoufan
self-motivated learning, and problem-solving, the impact appears to develop skills of integrate AI (2023)
plateau and even diminish after a certain point. This is due to the lim­ faculty and students technologies?
itations of artificial intelligence in simulating human interactions, which to handle these tools RQ2: What skills
do faculty and
are crucial for the holistic development of soft skills in students.
students need to
ChatGPT offers significant value in transforming higher education stu­ effectively handle
dents’ learning experiences and outcomes. However, it should not be AI tools?
considered a replacement for human-led education but rather a valuable RQ3: How can the
supplement. Achieving a balance between AI and human-led pedagogies adaptability of
institutions to AI
will provide students with a well-rounded educational experience, technologies be
nurturing hard and social skills. enhanced?
This study’s methodological rigor is evident in its multifaceted (continued on next page)
approach, which employs diverse and complementary methodologies to

11
S. Kumar et al. Technological Forecasting & Social Change 201 (2024) 123258

Table 9 (continued ) Declaration of competing interest

Theme Future Direction Research Citation(s)
Questions (RQs) The authors declare no conflict of interest.
The Update educational RQ1: What Perkins (2023);
Intersection policies to consider changes need to be Skavronskaya Data availability
of AI and AI tools and craft made in et al. (2023);
Educational guidelines for their educational Rudolph et al. Data will be made available on request.
Policy legitimate use in policies to (2023)
education accommodate AI
tools?
RQ2: How can Acknowledgement
guidelines be
crafted for the The authors convey their deepest and most sincere appreciation to
legitimate use of the editor and the anonymous reviewers for their constructive and
AI in education?
Industry Understanding the RQ1: What is the Chatterjee and
thoughtful feedback.
Perspective industry’s industry’s Dethlefs (2023);
on AI in expectations and perspective on Lim et al. (2023)
Education recommendations for how educators Source of funding
the integration of AI should integrate
into education AI into their
No funding was received for the review.
teaching
practices?
AI and Research on the RQ1: How can AI Bearman and References
Inclusivity potential of AI in contribute to Ajjawi (2023);
in Education promoting inclusivity creating more Rasul et al. Abd-Alrazaq, A., AlSaad, R., Aziz, S., Ahmed, A., Denecke, K., Househ, M., , et al.
in education inclusive (2023); Howell Sheikh, J., 2023. Wearable artificial intelligence for anxiety and depression: scoping
educational and Potgieter review. J. Med. Internet Res. 25, e42672 https://doi.org/10.2196/42672.
environments? (2023) Alnaqbi, N.M., Fouda, W., 2023. Exploring the role of ChatGPT and social media in
RQ2: How can AI enhancing student evaluation of teaching styles in higher education using
be used to provide neutrosophic sets. International Journal of Neutrosophic Science 20 (4), 181–191.
tailored support to https://doi.org/10.54216/IJNS.200414.
special needs Bandara, W., Furtmueller, E., Gorbacheva, E., Miskon, S., Beekhuyzen, J., 2015.
students? Achieving rigor in literature reviews: insights from qualitative data analysis and tool-
support. Commun. Assoc. Inf. Syst. 37 (1), 8. https://doi.org/10.17705/
1CAIS.03708.
Barrot, J.S., 2023. Using ChatGPT for second language writing: pitfalls and potentials.
investigate ChatGPT’s efficacy in higher education management. The Assess. Writ. 57, 100745 https://doi.org/10.1016/j.asw.2023.100745.
study’s strength lies in the triangulation of these distinct methodologies, Bauer, E., Greisel, M., Kuznetsov, I., Berndt, M., Kollar, I., Dresel, M., Fischer, M.R.,
which increases the depth of understanding and validates the findings, Fischer, F., 2023. Using natural language processing to support peer-feedback in the
age of artificial intelligence: a cross-disciplinary framework and a research agenda.
thereby providing a well-rounded conclusion on the topic. The practical Br. J. Educ. Technol. https://doi.org/10.1111/bjet.13336.
rigor of the study can be understood since we have not just focused on Bearman, M., Ajjawi, R., 2023. Learning to work with the black box: pedagogy for a
the academic literature but also on the insights received from the pro­ world with artificial intelligence. Br. J. Educ. Technol. https://doi.org/10.1111/
bjet.13337.
fessional experiences and perspectives of the academicians who are Blei, D.M., Ng, A.Y., Jordan, M.I., 2003. Latent dirichlet allocation. J. Mach. Learn. Res. 3
working continuously using the ChatGPT-based software. Moreover, (January), 993–1022.
from the institutional perspective, the research also highlights the Burger, B., Kanbach, D.K., Kraus, S., Breier, M., Corvello, V., 2023. On the use of AI-based
tools like ChatGPT to support management research. Eur. J. Innov. Manag. 26 (7),
practical problems and threats with the usage of ChatGPT such as
233–241. https://doi.org/10.1108/EJIM-02-2023-0156.
plagiarism and piracy issues in case of academic assignments, authen­ Brill, T.M., Munoz, L., Miller, R.J., 2022. Siri, Alexa, and other digital assistants: a study
ticity of evaluation of the student’s works, lack of scope for development of customer satisfaction with artificial intelligence applications. In: The Role of
Smart Technologies in Decision Making. Routledge, pp. 35–70. https://www.tay
of soft skills, etc. Finally, the research provides a detailed list of research
lorfrancis.com/chapters/edit/10.4324/9781003307105-3/siri-alexa-digital-assista
avenues to be further explored by the researchers and thereby enriching nts-study-customer-satisfaction-artificial-intelligence-applications-thomas-brill-la
the extant literature with novel ideas. ChatGPT exhibits enormous po­ ura-munoz-richard-miller.
tential due to new advancements in technological architecture. The Caldarini, G., Jaf, S., McGarry, K., 2022. A literature survey of recent advances in
chatbots. Information 13 (1), 41. https://doi.org/10.3390/info13010041.
personalized and interactive usage offered to its users has opened the Cassell, C., Nadin, S., Gray, M., Clegg, C., 2002. Exploring human resource management
doors for an immersive experience that has revolutionized the teaching, practices in small and medium sized enterprises. Pers. Rev. 31 (6), 671–692. https://
learning, and assessment process in higher education. The cautious and doi.org/10.1108/00483480210445962.
Chatterjee, J., Dethlefs, N., 2023. Philosopher, and guide … and even your worst enemy.
meticulous usage of AI-powered ChatGPT is a requisite for all its users to Patterns 4 (1), 100676. https://doi.org/10.1016/j.patter.2022.100676.
optimize its benefits and thereby unleash the potential of inducing high- Chaudhry, I.S., Sarwary, S.A.M., El Refae, G.A., Chabchoub, H., 2023. Time to revisit
order skills such as creativity, insightful reasoning, and troubleshooting existing Student’s performance evaluation approach in higher education sector in a
new era of ChatGPT—a case study. Cogent Education 10 (1), 2210461. https://doi.
for solutions. org/10.1080/2331186X.2023.2210461.
Chergarova, V., Tomeo, M., Provost, L., De la Peña, G., Ulloa, A., Miranda, D., 2023. Case
CRediT authorship contribution statement study: exploring the role of current and potential usage of generative artificial
intelligence tools in higher education. Issues in Information Systems 24 (2),
282–292. https://doi.org/10.48009/2_iis_2023_125.
Satish Kumar: Conceptualization, Data curation, Methodology, Cingillioglu, I., 2023. Detecting AI-generated essays: the ChatGPT challenge. Int. J. Inf.
Project administration, Supervision, Writing – original draft. Purnima Learn. Technol. 40 (3), 259–268. https://doi.org/10.1108/IJILT-03-2023-0043.
Rao: Conceptualization, Data curation, Formal analysis, Investigation, Cotton, D.R.E., Cotton, P.A., Shipway, J.R., 2023. Chatting and cheating. Ensuring
academic integrity in the era of ChatGPT. In: Innovations in Education and Teaching
Writing – original draft, Writing – review & editing. Shubham Sin­ International. edarix.org, pp. 1–12. https://doi.org/10.1080/
ghania: Conceptualization, Data curation, Investigation, Validation, 14703297.2023.2190148.
Visualization, Writing – original draft, Writing – review & editing. Crawford, J., Cowling, M., Allen, K.A., 2023. Leadership is needed for ethical ChatGPT:
character, assessment, and learning using artificial intelligence (AI). J. Univ. Teach.
Shubhangi Verma: Data curation, Formal analysis, Investigation, Learn. Pract. 20 (3), 02. https://doi.org/10.53761/1.20.3.02.
Writing – review & editing. Myra Kheterpal: Conceptualization, Data Culasso, F., Gavurova, B., Crocco, E., Giacosa, E., 2023. Empirical identification of the
curation, Formal analysis, Methodology, Project administration. chief digital officer role: a latent Dirichlet allocation approach. J. Bus. Res. 154,
113301 https://doi.org/10.1016/j.jbusres.2022.113301.

12
S. Kumar et al.
Currie, G.M., 2023. Academic integrity and artificial intelligence: is ChatGPT hype, hero
or heresy?. In: Seminars in Nuclear Medicine. W. B. Saunders. https://doi.org/
10.1053/j.semnuclmed.2023.04.008. May.
Dave, T., Athaluri, S.A., Singh, S., 2023. ChatGPT in medicine: an overview of its
applications, advantages, limitations, future prospects, and ethical considerations.
Frontiers in Artificial Intelligence 6, 1169595. https://doi.org/10.3389/
frai.2023.1169595.
D’Cruz, P., Noronha, E., 2012. Cornered by conning: agents’ experiences of closure of a
call centre in India. Int. J. Hum. Resour. Manag. 23 (5), 1019–1039. https://doi.org/
10.1080/09585192.2012.651336.
Devlin, J., Chang, M.W., Lee, K., Toutanova, K., 2018. Bert: Pretraining of Deep
Bidirectional Transformers for Language Understanding. arXiv preprint arXiv:
1810.04805.
Dianova, V.G., Schultz, M.D., 2023. Discussing ChatGPT’s implications for industry and
higher education: the case for transdisciplinarity and digital humanities. Ind. High.
Educ. 37 (5), 593–600. https://doi.org/10.1177/09504222231199989.
DuBose, J., Marshall, D., 2023. AI in academic writing: tool or invader. Public Serv. Q. 19
(2), 125–130. https://doi.org/10.1080/15228959.2023.2185338.
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., Albashrawi, M.A., Al-
Busaidi, A.S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D.,
Wright, R., 2023. ‘So what if ChatGPT wrote it?’ Multidisciplinary perspectives on
opportunities, challenges and implications of generative conversational AI for
research, practice and policy. Int. J. Inf. Manag. 71, 102642 https://doi.org/
10.1016/j.ijinfomgt.2023.102642.
Eager, B., Brunton, R., 2023. Prompting higher education towards AI-augmented
teaching and learning practice. J. Univ. Teach. Learn. Pract. 20 (5), 02. https://doi.
org/10.53761/1.20.5.02.
Elbanna, S., Armstrong, L., 2023. Exploring the integration of ChatGPT in education:
adapting for the future. Management & Sustainability: An Arab Review. https://doi.
org/10.1108/MSAR-03-2023-0016. Vol. ahead-of-print No. ahead-of-print.
Elnadi, M., Gheith, M.H., 2023. The role of individual characteristics in shaping digital
entrepreneurial intention among university students: evidence from Saudi Arabia.
Think. Skills Creat. 47, 101236 https://doi.org/10.1016/j.tsc.2023.101236.
Else, H., 2023. Abstracts written by ChatGPT fool scientists. Nature 613 (7944), 423.
https://doi.org/10.1038/d41586-023-00056-7.
Erfani, A., Hickey, P.J., Cui, Q., 2023. Likeability versus competence dilemma: text
mining approach using LinkedIn data. J. Manag. Eng. 39 (3), 04023013. https://doi.
org/10.1061/JMENEA.MEENG-5213.
Fan, W., Gordon, M.D., 2014. The power of social media analytics. Commun. ACM 57
(6), 74–81. https://doi.org/10.1145/2602574.
Farrokhnia, M., Banihashem, S.K., Noroozi, O., Wals, A., 2023. A SWOT analysis of
ChatGPT: implications for educational practice and research. Innov. Educ. Teach.
Int. 1–15 https://doi.org/10.1080/14703297.2023.2195846.
Fergus, S., Botha, M., Ostovar, M., 2023. Evaluating academic answers generated using
ChatGPT. J. Chem. Educ. 100 (4), 1672–1675. https://doi.org/10.1021/acs.
jchemed.3c00087.
Firat, M., 2023. What ChatGPT means for universities: perceptions of scholars and
students. Journal of Applied Learning and Teaching 6 (1). https://doi.org/
10.37074/jalt.2023.6.1.22.
Fuchs, K., 2023. Exploring the opportunities and challenges of NLP models in higher
education: is Chat GPT a blessing or a curse? Frontiers in Education 8, 1166682.
https://doi.org/10.3389/feduc.2023.1166682.
Fuchs, K., Aguilos, V., 2023. Integrating artificial intelligence in higher education:
empirical insights from students about using ChatGPT. International Journal of
Information and Education Technology 13 (9). https://doi.org/10.18178/
ijiet.2023.13.9.1939.
Futterer, T., Fischer, C., Alekseeva, A., Chen, X., Tate, T., Warschauer, M., Gerjets, P.,
2023. ChatGPT in education: global reactions to AI innovations. Sci. Rep. 13, 15310.
https://doi.org/10.1038/s41598-023-42227-6.
Gallastegui, L.M.G., Forradellas, R.F.R., 2021. Business methodology for the application
in university environments of predictive machine learning models based on an
ethical taxonomy of the student’s digital twin. Administrative Sciences 11 (4), 118.
https://doi.org/10.3390/admsci11040118.
Geerling, W., Mateer, G.D., Wooten, J., Damodaran, N., 2023. ChatGPT has aced the test
of understanding in college economics: now what? Am. Econ. https://doi.org/
10.1177/05694345231169654.
George, B., Wooden, O., 2023. Managing the strategic transformation of higher
education through artificial intelligence. Administrative Sciences 13 (9), 196.
https://doi.org/10.3390/admsci13090196.
Goodell, J.W., Kumar, S., Rao, P., Verma, S., 2023. Emotions and stock market
anomalies: a systematic review. J. Behav. Exp. Financ. 37, 100722 https://doi.org/
10.1016/j.jbef.2022.100722.
Guest, D.E., Michie, J., Conway, N., Sheehan, M., 2003. Human resource management
and corporate performance in the UK. Br. J. Ind. Relat. 41 (2), 291–314. https://doi.
org/10.1111/1467-8543.00273.
Gupta, V., Singh, S., 2012. How leaders impact employee creativity: a study of Indian
R&D laboratories. Manag. Res. Rev. 36 (1), 66–88. https://doi.org/10.1108/
01409171311284594.
Heidari, E., Mehrvarz, M., Marzooghi, R., Stoyanov, S., 2021. The role of digital informal
learning in the relationship between students’ digital competence and academic
engagement during the COVID-19 pandemic. J. Comput. Assist. Learn. 37 (4),
1154–1166. https://doi.org/10.1111/jcal.12553.
Hosseini, M., Gao, C.A., Liebovitz, D.M., Carvalho, A.M., Ahmad, F.S., Luo, Y., Kho, A.,
2023. An exploratory survey about using ChatGPT in education, healthcare, and
13
Technological Forecasting & Social Change 201 (2024) 123258
research. PLoS One 18 (10), e0292216. https://doi.org/10.1371/journal.
pone.0292216.
Howell, B.E., Potgieter, P.H., 2023. What do telecommunications policy academics have
to fear from GPT-3? Telecommun. Policy 47 (7), 102576. https://doi.org/10.1016/j.
telpol.2023.102576.
Iskender, A., 2023. Holy or unholy? Interview with open AI’s ChatGPT. European
Journal of Tourism Research 34, 3414. https://doi.org/10.54055/ejtr.v34i.3169.
Ivanov, S., 2023. The dark side of artificial intelligence in higher education. Serv. Ind. J.
43 (15–16), 1055–1082.
Janssen, A., Grützner, L., Breitner, M.H., 2021. Why do chatbots fail? A critical success
factors analysis. Retrieved November 16, 2021. Access link: https://www.research
gate.net/profile/Antje-Janssen/publication/354811221_Why_do_Chatbots_fail_A
_Critical_Success_Factors_Analysis/links/614dbb5a154b3227a8a62ecc/Why-do
-Chatbots-fail-A-Critical-Success-Factors-Analysis.pdf.
Javaid, M., Haleem, A., Singh, R.P., Khan, S., Khan, I.H., 2023. Unlocking the
opportunities through ChatGPT tool towards ameliorating the education system.
Benchcouncil Transactions on Benchmarks, Standards and Evaluations 3 (2),
100115. https://doi.org/10.1016/j.tbench.2023.100115.
Johinke, R., Cummings, R., Di Lauro, F., 2023. Reclaiming the technology of higher
education for teaching digital writing in a post—pandemic world. J. Univ. Teach.
Learn. Pract. 20 (2), 01. https://doi.org/10.53761/1.20.02.01.
Johnson, B.G., Phillips, F., Chase, L.G., 2009. An intelligent tutoring system for the
accounting cycle: enhancing textbook homework with artificial intelligence.
J. Account. Educ. 27 (1), 30–39. https://doi.org/10.1016/j.jaccedu.2009.05.001.
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F.,
Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G.,
Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T.,
Kasneci, G., 2023. ChatGPT for good? On opportunities and challenges of large
language models for education. Learn. Individ. Differ. 103, 102274 https://doi.org/
10.1016/j.lindif.2023.102274.
Khan, R.A., Jawaid, M., Khan, A.R., Sajjad, M., 2023. ChatGPT-reshaping medical
education and clinical management. Pakistan Journal of Medical Sciences 39 (2),
605–607. https://doi.org/10.12669/pjms.39.2.7653.
Konecki, M., Konecki, M., Biškupić, I., 2023. Using artificial intelligence in higher
education. In: Proceedings of the 15th International Conference on Computer
Supported Education, pp. 136–141. https://doi.org/10.5220/0012039700003470.
Kooli, C., 2023. Chatbots in education and research: a critical examination of ethical
implications and solutions. Sustainability 15 (7), 5614. https://doi.org/10.3390/
su15075614.
Laker, L.F., Sena, M., 2023. Accuracy and detection of student use of ChatGPT in business
analytics courses. Issues in Information Systems 24 (2), 153–163. https://doi.org/
10.48009/2_iis_2023_113.
Lancaster, T., 2023. Artificial intelligence, text generation tools and ChatGPT–does
digital watermarking offer a solution? Int. J. Educ. Integr. 19 (1), 10. https://doi.
org/10.1007/s40979-023-00131-6.
Lappalainen, Y., Narayanan, N., 2023. Aisha: a custom AI library chatbot using the
ChatGPT API. J. Web Librariansh. 1–22 https://doi.org/10.1080/
19322909.2023.2221477.
Lim, W.M., 2019. How can challenger marketers target the right customer organization?
The ACOW customer organization profiling matrix for challenger marketing. J. Bus.
Ind. Mark. 34 (2), 338–346. https://doi.org/10.1108/JBIM-02-2017-0039.
Lim, W.M., Gunasekara, A., Pallant, J.L., Pallant, J.I., Pechenkina, E., 2023. Generative
AI and the future of education: Ragnarök or reformation? A paradoxical perspective
from management educators. International Journal of Management Education 21
(2), 100790. https://doi.org/10.1016/j.ijme.2023.100790.
Limna, P., Kraiwanit, T., Jangjarat, K., Klayklung, P., Chocksathaporn, P., 2023. The use
of ChatGPT in the digital era: perspectives on chatbot implementation. Journal of
Applied Learning and Teaching 6 (1). https://doi.org/10.37074/jalt.2023.6.1.32.
Liu, B., 2022. Sentiment Analysis and Opinion Mining. Springer Nature.
Liu, Y., Han, T., Ma, S., Zhang, J., Yang, Y., Tian, J., He, H., Li, A., He, M., Liu, Z., Wu, Z.,
2023. Summary of Chatgpt/gpt-4 Research and Perspective Towards the Future of
Large Language Models. arXiv preprint arXiv:2304.01852. https://doi.org/
10.48550/arXiv.2304.01852.
Lo, L.S., 2023. The CLEAR path: a framework for enhancing information literacy through
prompt engineering. J. Acad. Librariansh. 49 (4), 102720 https://doi.org/10.1016/j.
acalib.2023.102720.
Luan, L., Lin, X., Li, W., 2023. Exploring the Cognitive Dynamics of Artificial Intelligence
in the Post-COVID-19 and Learning 3.0 Era: A Case Study of ChatGPT. arXiv
preprint. https://doi.org/10.48550/arXiv.2302.04818. arXiv:2302.04818.
Mallin, C., Dunne, T., Helliar, C., Ow-Yong, K., 2004. FRS 13 and corporate governance:
a fund management perspective. Qual. Res. Account. Manag. 1 (2), 17–42. https://
doi.org/10.1108/11766090410813346.
Marron, L., 2023. Exploring the potential of ChatGPT 3.5. In: Higher Education: Benefits,
Limitations, and Academic Integrity, Handbook of Research on Redesigning
Teaching, Learning, and Assessment in the Digital Era. IGI Global, pp. 326–349.
McLean, G., Osei-Frimpong, K., Barhorst, J., 2021. Alexa, do voice assistants influence
consumer brand engagement? –examining the role of AI powered voice assistants in
influencing consumer brand engagement. J. Bus. Res. 124, 312–328. https://doi.
org/10.1016/j.jbusres.2020.11.045.
Mhlanga, D., 2023. Open AI in education, the responsible and ethical use of ChatGPT
towards lifelong learning. FinTech and Artificial Intelligence for Sustainable
Development 387–409. https://doi.org/10.1007/978-3-031-37776-1_17.
Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D.E., Thierry-Aguilera, R.,
Gerardou, F.S., 2023. Challenges and opportunities of generative AI for higher
education as explained by ChatGPT. Educ. Sci. 13 (856) https://doi.org/10.3390/
educsci13090856.
S. Kumar et al.
Moe, W.W., Schweidel, D.A., 2017. Opportunities for innovation in social media
analytics. J. Prod. Innov. Manag. 34 (5), 697–702. https://doi.org/10.1111/
jpim.12405.
Morris, T., Kamano, L., Maillet, S., 2023. Understanding financial professionals’
perceptions of their clients’ financial behaviors. Int. J. Bank Mark. https://doi.org/
10.1108/IJBM-07-2022-0298. Vol. ahead-of-print No. ahead-of-print.
Naidu, K., Sevnarayan, K., 2023. ChatGPT: an ever-increasing encroachment of artificial
intelligence in online assessment in distance education. Online Journal of
Communication and Media Technologies 13 (1), e2023xx. https://doi.org/
10.30935/ojcmt/13291.
Nam, B.H., Bai, Q., 2023. ChatGPT and its ethical implications for STEM research and
higher education: a media discourse analysis. International journal of STEM.
Education 10 (66). https://doi.org/10.1186/s40594-023-00452-5.
O’Connor, S., 2023. ChatGPT. Open artificial intelligence platforms in nursing education:
tools for academic progress or abuse? Nurse Educ. Pract. 66, 1–2. https://doi.org/
10.1016/j.nepr.2022.103537.
Okoli, C., 2015. A guide to conducting a standalone systematic literature review.
Commun. Assoc. Inf. Syst. 37 https://doi.org/10.17705/1CAIS.03743.
Perkins, M., 2023. Academic integrity considerations of AI large language models in the
post-pandemic era: ChatGPT and beyond. J. Univ. Teach. Learn. Pract. 20 (2), 07.
https://doi.org/10.53761/1.20.02.07.
Poland, B.D., 1995. Transcription quality as an aspect of rigor in qualitative research.
Qual. Inq. 1 (3), 290–310. https://doi.org/10.1177/107780049500100302.
Popenici, S.A., Kerr, S., 2017. Exploring the impact of artificial intelligence on teaching
and learning in higher education. Res. Pract. Technol. Enhanc. Learn. 12 (1), 1–13.
https://doi.org/10.1186/s41039-017-0062-8.
Qasem, F., 2023. ChatGPT in scientific and academic research: future fears and
reassurances. Library Hi Tech News 40 (3), 30–32. https://doi.org/10.1108/LHTN-
03-2023-0043.
Qureshi, B., 2023, June. ChatGPT in computer science curriculum assessment: an
analysis of its successes and shortcomings. In: Proceedings of the 2023 9th
International Conference on e-Society, e-Learning and e-Technologies, pp. 7–13.
Rahman, M., Terano, H.J.R., Rahman, N., Salamzadeh, A., Rahaman, S., 2023. ChatGPT
and academic research: a review and recommendations based on practical examples.
Journal of Education, Management and Development Studies 3 (1), 1–12. https://
doi.org/10.52631/jemds.v3i1.175.
Rana, S., Anand, A., Prashar, S., Haque, M.M., 2022. A perspective on the positioning of
Indian business schools post COVID-19 pandemic. Int. J. Emerg. Mark. 17 (2),
353–367. https://doi.org/10.1108/IJOEM-04-2020-0415.
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).
https://doi.org/10.37074/jalt.2023.6.1.29.
Rathore, A.K., Kar, A.K., Ilavarasan, P.V., 2017. Social media analytics: literature review
and directions for future research. Decis. Anal. 14 (4), 229–249. https://doi.org/
10.1287/deca.2017.0355.
Rathore, B. (2023). Future of AI and generation alpha: ChatGPT beyond boundaries.
Eduzone, 12(1), 63–68. Retrieved from https://www.eduzonejournal.com/index.ph
p/eiprmj/article/view/254.
Reddrop, A., Mapunda, G., 2019. Listening skills: accountancy educators in retreat?
Australasian Accounting, Business and Finance Journal 13 (1), 5–76. https://doi.
org/10.14453/aabfj.v13i1.4.
Riapina, N., 2023. Teaching AI-enabled business communication in higher education: a
practical framework. Bus. Prof. Commun. Q. 0 (0) https://doi.org/10.1177/
23294906231199249.
Rose, K., Massey, V., Marshall, B., Cardon, P., 2023. IS professors’ perspectives on AI-
assisted programming. Issues in Information Systems 24 (2), 178–190. https://doi.
org/10.48009/2_iis_2023_115.
Rospigliosi, P.A., 2023. Artificial intelligence in teaching and learning: what questions
should we ask of ChatGPT? Interact. Learn. Environ. 31 (1), 1–3. https://doi.org/
10.1080/10494820.2023.2180191.
Ross, P., 1987. Intelligent tutoring systems. J. Comput. Assist. Learn. 3 (4), 194–203.
https://doi.org/10.1111/j.1365-2729.1987.tb00331.x.
Rudolph, J., Tan, S., Tan, S., 2023. War of the chatbots: Bard, Bing Chat, ChatGPT, Ernie
and beyond. The new AI gold rush and its impact on higher education. Journal of
Applied Learning and Teaching 6 (1). https://doi.org/10.37074/jalt.2023.6.1.23.
Rusandi, M.A., Ahman, Saripah, Khairun, I., D.Y., and Mutmainnah., 2023. No worries
with ChatGPT: building bridges between artificial intelligence and education with
critical thinking soft skills. J. Public Health fdad049. https://doi.org/10.1093/
pubmed/fdad049.
Ryan, G.W., Bernard, H.R., 2003. Techniques to identify themes. Field Methods 15 (1),
85–109. https://doi.org/10.1177/1525822X02239569.
Sadik, A., 2008. Digital storytelling: a meaningful technology-integrated approach for
engaged student learning. Educ. Technol. Res. Dev. 56 (4), 487–506. https://doi.
org/10.1007/s11423-008-9091-8.
Sánchez-Ruiz, L.M., Moll-López, S., Nuñez-Pérez, A., Moraño-Fernández, J.A., Vega-
Fleitas, E., 2023. ChatGPT challenges blended learning methodologies in
engineering education: a case study in mathematics. Appl. Sci. 13 (10), 6039.
https://doi.org/10.3390/app13106039.
Sedaghat, S., 2023. Early applications of ChatGPT in medical practice, education and
research. Clin. Med. 23 (3), 278–279. https://doi.org/10.7861/clinmed.2023-0078.
Shoufan, A., 2023. Exploring students’ perceptions of CHATGPT: thematic analysis and
follow-up survey. IEEE Access 11, 38805–38818. https://doi.org/10.1109/
ACCESS.2023.3268224.
14
Technological Forecasting & Social Change 201 (2024) 123258
Singh, H., Singh, A., 2023. ChatGPT: systematic review, applications, and agenda for
multidisciplinary research. J. Chin. Econ. Bus. Stud. 21 (2), 193–212. https://doi.
org/10.1080/14765284.2023.2210482.
Skavronskaya, L., Hadinejad, A., Cotterell, D., 2023. Reversing the threat of artificial
intelligence to opportunity: a discussion of ChatGPT in tourism education. J. Teach.
Travel Tour. 23 (2), 253–258. https://doi.org/10.1080/15313220.2023.2196658.
Slimi, Z., Carballido, B.V., 2023. Navigating the ethical challenges of artificial
intelligence in higher education: an analysis of seven global AI ethics policies. TEM
Journal 12 (2). https://www.ceeol.com/search/article-detail?id=1122977.
Stojanov, A., 2023. Learning with ChatGPT 3.5 as a more knowledgeable other: an
autoethnographic study. Int. J. Educ. Technol. High. Educ. 20 (1), 35. https://doi.
org/10.1186/s41239-023-00404-7.
Strauss, A., Corbin, J., 1998. Basics of Qualitative Research: Techniques and Procedures
for Developing Grounded Theory, 2nd ed. SAGE.
Strzelecki, A., 2023. To use or not to use ChatGPT in higher education? A study of
students’ acceptance and use of technology. Interact. Learn. Environ. 1–14 https://
doi.org/10.1080/10494820.2023.2209881.
Sullivan, M., Kelly, A., McLaughlan, P., 2023. ChatGPT in Higher Education:
Considerations for Academic Integrity and Student Learning.
Surendeleg, G., Murwa, V., Yun, H.K., Kim, Y.S., 2014. The role of gamification in
education–a literature review. Contemporary Engineering Sciences 7 (29),
1609–1616. https://doi.org/10.12988/ces.2014.411217.
Sweeney, S., 2023. Who wrote this? Essay mills and assessment–considerations regarding
contract cheating and AI in higher education. The International Journal of
Management Education 21 (2), 100818. https://doi.org/10.1016/j.
ijme.2023.100818.
Sylvester, A., Tate, M., Johnstone, D., 2013. Beyond synthesis: re-presenting
heterogeneous research literature. Behav. Inform. Technol. 32 (12), 1199–1215.
https://doi.org/10.1080/0144929X.2011.624633.
Tajpour, M., Demiryurek, K., Abaci, N.I., 2021. Design the pattern of increasing
satisfaction for international students: a qualitative study with the grounded theory
approach. International Journal of Management in Education 15 (5), 458–476.
https://doi.org/10.1504/IJMIE.2021.117589.
Thomas, N.J., Baral, R., 2023. Mechanism of gamification: role of flow in the behavioral
and emotional pathways of engagement in management education. International
Journal of Management Education 21 (1), 100718. https://doi.org/10.1016/j.
ijme.2022.100718.
Tlili, A., Shehata, B., Adarkwah, M.A., Bozkurt, A., Hickey, D.T., Huang, R.,
Agyemang, B., 2023. What if the devil is my guardian angel: ChatGPT as a case study
of using chatbots in education. Smart Learning Environments 10 (15). https://doi.
org/10.1186/s40561-023-00237-x.
Tokarchuk, O., Barr, J.C., Cozzio, C., 2022. How much is too much? Estimating tourism
carrying capacity in urban context using sentiment analysis. Tour. Manag. 91,
104522 https://doi.org/10.1016/j.tourman.2022.104522.
Treve, M., 2021. What COVID-19 has introduced into education: challenges facing higher
education institutions (HEIs). High. Educ. Pedagogies 6 (1), 212–227. https://doi.
org/10.1080/23752696.2021.1951616.
Trust, T., Whalen, J., Mouza, C., 2023. Editorial: ChatGPT: challenges, opportunities, and
implications for teacher education. Contemp. Issues Technol. Teacher Educ. 23 (1),
1–23.
Van Manen, M., 1998. Researching Lived Experience. Althouse, London, ON.
de Villiers, C., Farooq, M.B., Molinari, M., 2022. Qualitative research interviews using
online video technology–challenges and opportunities. Meditari Accountancy
Research 30 (6), 1764–1782. https://doi.org/10.1108/MEDAR-03-2021-1252.
Vinichenko, M.V., Melnichuk, A.V., Karácsony, P., 2020. Technologies of improving the
university efficiency by using artificial intelligence: motivational aspect.
Entrepreneurship and Sustainability Issues 7 (4), 2696–2714. https://doi.org/
10.9770/jesi.2020.7.4(9).
Walker, H.L., Ghani, S., Kuemmerli, C., Nebiker, C.A., Müller, B.P., Raptis, D.A.,
Staubli, S.M., 2023. Reliability of medical information provided by ChatGPT:
assessment against clinical guidelines and patient information quality instrument.
J. Med. Internet Res. 25, e47479 https://doi.org/10.2196/47479.
Weismayer, C., Gunter, U., Önder, I., 2021. Temporal variability of emotions in social
media posts. Technol. Forecast. Soc. Chang. 167, 120699 https://doi.org/10.1016/j.
techfore.2021.120699.
Willey, L., White, B.J., Deale, C.S., 2023. Teaching AI in the college course: introducing
the AI prompt development life cycle (PDLC). Issues. Inf. Syst. 24(2) https://doi.org/
10.48009/2_iis_2023_111.
Wu, J.Y., 2017. The indirect relationship of media multitasking self-efficacy on learning
performance within the personal learning environment: implications from the
mechanism of perceived attention problems and self-regulation strategies. Comput.
Educ. 106, 56–72. https://doi.org/10.1016/j.compedu.2016.10.010.
Wu, R., Yu, Z., 2023. Do AI chatbots improve students learning outcomes? Evidence from
a meta-analysis. Br. J. Educ. Technol. https://doi.org/10.1111/bjet.13334.
Xu, Y., Liu, X., Cao, X., Huang, C., Liu, E., Qian, S., Liu, X., Wu, Y., Dong, F., Qiu, C.-W.,
Qiu, J., Hua, K., Su, W., Wu, J., Xu, H., Han, Y., Fu, C., Yin, Z., Liu, M., Roepman, R.,
Dietmann, S., Virta, M., Kengara, F., Zhang, Ze, Zhang, L., Zhao, T., Dai, J., Yang, J.
Y., Lan, L., Luo, M., Liu, Z., An, T., Zhang, B., He, X., Cong, S., Liu, X., Zhang, W.,
Lewis, J., Tiedje, J., Wang, Q., An, Z., Wang, F., Zhang, L., Huang, T., Lu, C., Cai, Z.,
Wang, F., Zhang, J., 2021. Artificial intelligence: a powerful paradigm for scientific
research. The Innovation 2 (4), 100179. https://doi.org/10.1016/j.
xinn.2021.100179.
Yan, D., 2023. Impact of ChatGPT on learners in a L2 writing practicum: an exploratory
investigation. Educ. Inf. Technol. 1–25 https://doi.org/10.1007/s10639-023-11742-
4.
S. Kumar et al.
Yu, H., 2023. Reflection on whether Chat GPT should be banned by academia from the
perspective of education and teaching. Front. Psychol. 14, 1181712. https://doi.org/
10.3389/fpsyg.2023.1181712.
Zhai, X., 2022. ChatGPT user experience: implications for education. Available at SSRN
4312418. SSRN Electron. J. https://doi.org/10.2139/ssrn.4312418.
Zhang, L., Yencha, C., 2022. Examining perceptions towards hiring algorithms. Technol.
Soc. 68, 101848 https://doi.org/10.1016/j.techsoc.2021.101848.
Zhou, J., Müller, H., Holzinger, A., Chen, F., 2023. Ethical ChatGPT: Concerns,
Challenges, and Commandments. arXiv. https://doi.org/10.48550/
arXiv.2305.10646 preprint arXiv:2305.10646.
Satish Kumar is a Professor at the Indian Institute of Management in Nagpur, India. He is
also an Adjunct Professor at Sunway Business School at Sunway University Malaysia. His
research is focused on behavioral finance, corporate finance, small business financing,
bibliometric analysis, and systematic literature review. He has published extensively in
top-tier journals, such as Contemporary Accounting Research, Journal of Corporate Finance,
International Journal of Information Management, Journal of Business Research, Journal of
Service Research, Intentional Journal of Research in Marketing, Global Finance Journal,
Financial Review, European Journal of Finance, European Financial Management, Technolog­
ical Forecasting and Social Change, Small Business Economics, and Journal of Small Business
Management, amongst others.
15
Technological Forecasting & Social Change 201 (2024) 123258
Purnima Rao is an Associate Professor at Fortune Institute of International Business in
New Delhi, India. Her research is focused on corporate finance, small business financing,
bibliometric analysis, and systematic literature review. She has published her research
work in the Global Finance Journal, International Journal of Managerial Finance, International
Review of Financial Analysis, and Journal of Small Business Management, amongst others. She
also serves as associate editor of the International Review of Economics & Finance.
Shubham Singhania is a Faculty and researcher with an active interest in General
Management and Finance. He is a Ph.D. holder in Corporate Governance and a Gold
Medalist from Delhi University. He has published extensively in many reputed journals of
business management.
Shubhangi Verma is a doctoral candidate at the Fortune Institute of International Busi­
ness (FIIB), New Delhi, India. She has publications in journals like Journal of Behavioral and
Experimental Finance, Global Business Review and Review of International Business and
Strategy.
Myra Kheterpal is a Founder of Gullaq based in India, a company that provides oppor­
tunities for the youth to build their professional skills and contribute earnings to causes
that matter. She is interested in Data Science, Politics, and Economics.