Review Article

Opportunities, challenges, and strategies for using ChatGPT in higher education: A literature review

Sarin Sok 1 * , Kimkong Heng 2
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1 University of Puthisastra, Phnom Penh, CAMBODIA2 Paññāsāstra University of Cambodia, Phnom Penh, CAMBODIA* Corresponding Author
Journal of Digital Educational Technology, 4(1), 2024, ep2401,
Published Online: 14 December 2023, Published: 01 January 2024
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While there is a growing body of research on chat generative pre-trained transformer (ChatGPT) in education, there appears to be little research that provides a comprehensive review of challenges, opportunities, and strategies for the effective utilization of ChatGPT in higher education. This study aims to fill this research gap by focusing on the opportunities, challenges, and strategies for using ChatGPT in higher education. The study adopted a literature review approach and employed document analysis as a research design. It reviewed various types of documents, particularly research articles, published since 2022 when ChatGPT was launched. Based on the extensive review, the study shows that ChatGPT offers a variety of opportunities for higher education, including assessment innovation, instructional support, remote learning support, research design and development support, academic writing support, and administrative assistance and productivity. However, ChatGPT also presents a number of challenges and issues related to academic integrity, security and privacy, reliance on artificial intelligence, learning assessment, and information accuracy. The study offers a set of recommendations for the effective utilization of ChatGPT in higher education. It concludes that the application of ChatGPT in higher education presents both benefits and challenges; thus, efforts and strategies are needed to ensure the effective use of ChatGPT for academic purposes.


Sok, S., & Heng, K. (2024). Opportunities, challenges, and strategies for using ChatGPT in higher education: A literature review. Journal of Digital Educational Technology, 4(1), ep2401.


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