ChatGPT IN EDUCATION AND BEYOND: AID OR OBSTACLE?

MARVIC C. DUNGGANON

doi:10.65010/seairj.v7i2.276

ChatGPT IN EDUCATION AND BEYOND: AID OR OBSTACLE?

MARVIC C. DUNGGANON

Abstract

This study explored how individuals engage with artificial intelligence tools in educational and professional contexts, focusing on how such technologies influence teaching, learning, and work-related strategies. Using a qualitative design, data were collected from 15 purposively selected participants in Kidapawan City who had direct experience using AI tools. Findings addressing the first research question revealed six key themes: Task Support and Productivity Enhancement, Improved Understanding and Clarity, Restructured Study and Work Routines, Need for Verification and Critical Checking, Concerns About Overreliance and Authenticity, and Contextual and Language Mismatch, indicating that AI enhances efficiency while requiring critical use. Results for the second research question identified five themes: Supplementary Assistant Role, Catalyst for Critical Thinking, Structured Learning and Work Strategies, Advantages Over Traditional Tools, and Importance of Traditional Sources, highlighting AI as both a cognitive aid and a complementary tool. For the third research question, six themes emerged: Enhanced Efficiency and Performance, Limitations in Depth and Accuracy, Need for Verification and Triangulation, Academic and Professional Integrity, Data Privacy and Context Concerns, and Responsible Integration, reflecting both benefits and challenges. This study recommended that AI tools be integrated responsibly, with emphasis on critical evaluation, ethical use, and balanced reliance on traditional learning resources.

Keywords

Education, artificial intelligence, ChatGPT, digital learning, qualitative study, Kidapawan City, Philippines.

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References

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DOI: http://dx.doi.org/10.65010/seairj.v7i2.276

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