Artificial Intelligence in Higher Education: A Research Pathway with ChatGPT for Learning Design, Feedback, and Professional Development

Titolo Rivista EDUCATION SCIENCES AND SOCIETY
Autori/Curatori Maila Pentucci, Manuela Fabbri, Chiara Laici
Anno di pubblicazione 2025 Fascicolo 2024/2
Lingua Inglese Numero pagine 24 P. 118-141 Dimensione file 0 KB
DOI 10.3280/ess2-2024oa18772
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This paper explores a research pathway that leverages an AI-based conversational tool, ChatGPT - OpenAI, to enhance essential competencies in future teachers and educators, with a focus on self-reflection and feedback literacy. Conducted within two pedagogical courses, the activity involved peer feedback on didactic design tasks, fostering students’ agency and metacognitive reflection. By using ChatGPT as both a design and feedback agent, students evaluated its effectiveness, strengths, and limitations. Reflective questionnaires allowed them to assess the tool’s potential integration into their future professional practices, addressing the broader applicability of AI in educational contexts.

This paper explores a research pathway that leverages an AI-based conversational tool, ChatGPT - OpenAI, to enhance essential competencies in future teachers and educators, with a focus on self-reflection and feedback literacy. Conducted within two pedagogical courses, the activity involved peer feedback on didactic design tasks, fostering students’ agency and metacognitive reflection. By using ChatGPT as both a design and feedback agent, students evaluated its effectiveness, strengths, and limitations. Reflective questionnaires allowed them to assess the tool’s potential integration into their future professional practices, addressing the broader applicability of AI in educational contexts.

Parole chiave:; feedback; ChatGPT; learning design; AI; professional development

Maila Pentucci, Manuela Fabbri, Chiara Laici, Artificial Intelligence in Higher Education: A Research Pathway with ChatGPT for Learning Design, Feedback, and Professional Development in "EDUCATION SCIENCES AND SOCIETY" 2/2024, pp 118-141, DOI: 10.3280/ess2-2024oa18772