ChatGPT as a support tool in university learning: opportunities and challenges
Keywords:
ChatGPT, higher education, artificial intelligence, university learning, academic integrity, pedagogical innovationAbstract
The integration of generative artificial intelligence in higher education has led to significant transformations in teaching and learning processes, generating new opportunities and challenges for universities. In this context, ChatGPT has emerged as a support tool with high pedagogical potential, due to its ability to generate natural language, provide immediate feedback, and assist in various academic activities. This article aims to analyze the use of ChatGPT as a support tool in university learning, identifying its main opportunities and challenges from a pedagogical, ethical, and institutional perspective. The research was conducted using a qualitative, descriptive-analytical approach, based on a narrative and systematic review of scientific literature published between 2023 and 2026. The findings demonstrate that ChatGPT can contribute to strengthening autonomous learning, educational personalization, the development of digital skills, and support for teaching, especially in academic writing, the comprehension of complex content, problem-solving, and online tutoring. Furthermore, its appropriate integration can foster active methodologies, formative assessment processes, self-regulated learning, and student-centered educational experiences. However, significant challenges are also identified, such as the impact on academic integrity, cognitive superficiality, technological dependence, the reliability of the information generated, and the lack of clear institutional policies to guide its use. These risks underscore the need for regulatory frameworks, pedagogical strategies, and teacher training programs that promote critical, ethical, responsible, and reflective use.
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