Citation

Frough, Eid Mohammad and Hassan, Hasliza and Nathan, Robert Jeyakumar (2026) ChatGPT in Higher Education: Conceptual Framework of Pedagogical Opportunities and Risks. In: Leveraging AI and Big Data for Business Innovation. Springer Science and Business Media Deutschland GmbH, pp. 209-217. ISBN 978-3-032-20411-0 , 978-3-032-20412-7

Text ChatGPT in Higher Education_ Conceptual Framework of Pedagogical Opportunities and Risks _ Springer Nature Link.pdf - Published Version Restricted to Repository staff only Download (736kB)

Abstract

This review explores the role of ChatGPT in higher education based on Constructivist Learning Theory and Technological Mediation Theory to evaluate its pedagogical value and the risks involved. This research builds a conceptual model that demonstrates how constructivist factors affect cognitive engagement and how this relationship is moderated by over-reliance and ethics. A targeted literature review was conducted by examining peer-reviewed journals published between 2022 and 2025 to answer the question: How does ChatGPT influence cognitive engagement by both pedagogical supports and risks? Research results indicate that although ChatGPT can assist individualised learning, critical thinking, and academic productivity, its educational value largely relies on controlled application and addressing technology and ethics-related issues. The proposed framework considers ChatGPT as a mediating tool that requires structured integration involving AI literacy, ethical training, and pedagogical development.

Item Type:	Book Section
Uncontrolled Keywords:	Higher education
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Faculty of Management (FOM)
Depositing User:	Ms Rosnani Abd Wahab
Date Deposited:	29 Oct 2026 03:17
Last Modified:	29 Oct 2026 03:18
URII:	http://shdl.mmu.edu.my/id/eprint/16987

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