METHODOLOGY OF USING ARTIFICIAL INTELLIGENCE IN SCHOOL GEOGRAPHY EDUCATION
Keywords:
Academic integrity, online examinations, ChatGPT, large language models, higher education, assessment designAbstract
The rapid expansion of online learning in higher education, accelerated by the COVID-19 pandemic, has intensified concerns about academic integrity in online examinations. The emergence of advanced large language models, particularly ChatGPT, introduces a new challenge, as these systems can generate coherent, context-aware, and analytically sophisticated academic responses that are difficult to detect. This study presents an exploratory qualitative analysis of ChatGPT’s academic capabilities across four disciplines: Machine Learning, Marketing, History, and Education. Using a three-stage evaluation framework, ChatGPT generated critical-thinking questions, produced extended responses, and critically evaluated its own outputs. The findings indicate that ChatGPT can produce high-quality, discipline-appropriate academic work, posing a significant threat to the validity of online assessments and highlighting the need to redesign assessment strategies in the age of generative AI.
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