The Impact of Generative AI Technology on the Education Sector: An Exclusive Interview with ChatGPT
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| Publicado en: | The Educational Review, USA vol. 9, no. 6 (2025), p. 578-583 |
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| Autor Principal: | |
| Publicado: |
Hill Publishing Group Inc
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| Materias: | |
| Acceso en liña: | Citation/Abstract Full Text Full Text - PDF |
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| 001 | 3232210511 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2575-7938 | ||
| 022 | |a 2575-7946 | ||
| 024 | 7 | |a 10.26855/er.2025.06.003 |2 doi | |
| 035 | |a 3232210511 | ||
| 045 | 2 | |b d20250601 |b d20250630 | |
| 100 | 1 | |a Geng, Haoyang |u German Swiss International School, Hong Kong 999077, China | |
| 245 | 1 | |a The Impact of Generative AI Technology on the Education Sector: An Exclusive Interview with ChatGPT | |
| 260 | |b Hill Publishing Group Inc |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Currently, generative AI technologies represented by ChatGPT are experiencing rapid development and, with their powerful data processing and content generation capabilities, are penetrating various industries, significantly altering traditional in-dustry ecosystems. The education sector is no exception. With the support of gen-erative AI technology, intelligent tutoring and answering, adaptive learning path optimization, and automated homework assessment and feedback have become possible, providing strong technical support for personalized learning. However, this also brings about issues such as educational equity and the cultivation of think-ing skills. Based on this, this article first analyzes the positive impacts of genera-tive AI technology on the education sector, including personalized learning expe-riences, enriched teaching resources, and improved teaching efficiency. Then, it delves into several key points of the application of generative AI technology in the education sector, aiming to maximize the educational value of generative AI tech-nology, effectively avoid potential risks, and enable students to acquire knowledge of high quality, promoting the modernization of education. | |
| 653 | |a Teaching | ||
| 653 | |a Students | ||
| 653 | |a Deep learning | ||
| 653 | |a Data processing | ||
| 653 | |a Secondary education | ||
| 653 | |a Educational technology | ||
| 653 | |a Humanities | ||
| 653 | |a Generative artificial intelligence | ||
| 653 | |a Chatbots | ||
| 653 | |a Efficiency | ||
| 653 | |a Tutoring | ||
| 653 | |a Data integrity | ||
| 653 | |a Classrooms | ||
| 653 | |a Security management | ||
| 653 | |a Knowledge | ||
| 653 | |a Personalized learning | ||
| 653 | |a Homework | ||
| 653 | |a Data collection | ||
| 653 | |a Education | ||
| 653 | |a Adaptive learning | ||
| 653 | |a Educational Quality | ||
| 653 | |a Course Descriptions | ||
| 653 | |a Teacher Effectiveness | ||
| 653 | |a Educational Benefits | ||
| 653 | |a Student Development | ||
| 653 | |a Psychological Evaluation | ||
| 653 | |a Educational Practices | ||
| 653 | |a Educational Resources | ||
| 653 | |a Intelligent Tutoring Systems | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Grading | ||
| 653 | |a Access to Education | ||
| 653 | |a Artificial Intelligence | ||
| 653 | |a Evaluative Thinking | ||
| 653 | |a Storage | ||
| 653 | |a Government Role | ||
| 653 | |a Language Processing | ||
| 653 | |a Classroom Communication | ||
| 653 | |a Educational Needs | ||
| 653 | |a Educational Equity (Finance) | ||
| 653 | |a Algorithms | ||
| 773 | 0 | |t The Educational Review, USA |g vol. 9, no. 6 (2025), p. 578-583 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3232210511/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3232210511/fulltext/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3232210511/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |