Ethical concerns, mitigating strategies, the effect, and other challenges of integrating ChatGPT in academic work

Abstract

The rapid integration of Artificial Intelligence (AI) tools like ChatGPT into educational settings has transformed how students and teachers engage with academic tasks. This study explores teachers’ perspectives on the ethical implications, learning outcomes, and academic use of ChatGPT in education. Employing a qualitative-phenomenological approach, this research gathered insights from selected senior high school teachers across various disciplines through an interview. Findings revealed that teachers recognize ChatGPT as a valuable tool for enhancing learning through personalized assistance, idea generation, and differentiated instruction. However, they expressed growing concern over ethical issues such as plagiarism, academic dishonesty, and students’ overreliance on AI-generated outputs, which may hinder authentic learning and critical thinking. This study highlighted the need for clear institutional guidelines, digital literacy initiatives, and ethical frameworks to ensure responsible and effective AI use in education. Ultimately, this research underscores the dual role of ChatGPT—as both an innovative learning aid and a potential ethical challenge—calling for balanced pedagogical strategies that promote integrity, accountability, and meaningful student engagement.