Exploring Prospects of Artificial Intelligence-Based ChatGPT for Higher Education Context
Phumza Maureen Makgato-Khunou 
& Lloyd Daniel Nkoli Tlale
Issue: Vol.6 No. 5 2025 Article 1 pp.249 – 259
DOI : https://doi.org/10.38159/jelt.2025651 | Published online 23rd May, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This study examined the future of artificial intelligence-based ChatGPT in the context of higher education. Artificial intelligence (AI) is providing a way to demonstrate its effectiveness in the field of education by increasing the efficiency of educational processes, enabling global learning, personalising education, creating more inventive and intelligent content, and optimising the management of education, in terms of effectiveness and efficiency. The new technology has become a vital aspect of the teaching-learning process today. Education is neither a product nor a one-time event, but a process. In this sense, AI seems to be a brand-new technology that could have transformative possibilities in the educational sphere. A rapid review approach was used to investigate the future potential of artificial intelligence-based ChatGPT in higher education. The findings indicated that it is necessary to take proactive steps to ensure that the future use of artificial intelligence-based ChatGPT in higher education is helpful and safe. This study recommends that academics and students exercise caution while using this technology to verify its ethical, dependability, and effectiveness. This research substantially enriches the academic discourse by exploring ethical dilemmas, fairness in academic integrity, AI’s contribution to lifelong learning, user satisfaction, and determinants affecting ChatGPT adoption in higher education, thereby providing crucial insights for the successful integration of AI.
Keywords: Artificial intelligence; ChatGPT; Higher education; Intelligent Tutoring Systems; Reinforcement Learning.
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Dr Phumza Maureen Makgato-Khunou is a director in the Department of Tuition Support and Facilitation of Learning at the University of South Africa. She joined UNISA after being a teacher and an education specialist for the Department of Basic Education, supporting and training teachers on the integration of Information and Communication Technologies (ICTs) into the curriculum. Currently, her responsibilities include continuous professional development of academics on the latest eLearning trends and methodologies, learning management system administration and support, tutorials, work-integrated learning, recognition of prior learning and research. Her research interests include continuous professional development, online teaching and learning, student support and artificial intelligence.
Professor Lloyd Daniel Nkoli Tlale is a professor and HoD in the Department of Psychology of Education at the University of South Africa. He joined UNISA after being a teacher and a teachers’ college lecturer for several years. He was previously an education specialist for the Department of Basic Education, supporting and training teachers in inclusive education. Currently, his responsibilities include teacher training (tuition), postgraduate supervision, research, and community engagement projects. His research interests include gifted child education, orphans and vulnerable children, children in conflict with the law, social justice, and qualitative research.
Makgato-Khunou, Phumza Maureen and Lloyd Daniel Nkoli Tlale. “Exploring Prospects of Artificial Intelligence-Based ChatGPT for Higher Education Context.” Journal of Education and Learning Technology 6, no.5 (2025): 260 -278. https://doi.org/10.38159/jelt.2025652
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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