Reconceptualizing ChatGPT and generative AI as a student-driven innovation in higher education

Abstract

Higher education is poised at the precipice of the changes and challenges brought about by ChatGPT. This paper addresses some of the most fundamental questions about the role, position, and implications of ChatGPT and generative artificial intelligence (AI) tools amidst the evolving landscape of higher education and modern society. By linking technological affordances with educational needs, we conceptualize ChatGPT as a student-driven innovation with rich potential to empower students and enhance their educational experiences and resources. However, this empowerment comes at a price. It requires collaborative efforts among the stakeholders to address the new and emerging challenges regarding student training, higher education curricula and assessment, and technology development and governance. It also implies new directions for educational research and theories.