Artificial Intelligence Chatbots in Higher Education: Challenges for an Active and Transformative Learning Among Young Adults

Abstract

Abstract Artificial intelligence (AI) tools, namely ChatGPT, Copilot (Bing) or Gemini (Bard) chatbots, have brought very rapid repercussions at education level in general, especially in higher education. Several challenges are being presented to institutions, teachers and students, highlighting the way teachers teach and students learn, and significant transformations are expected in the short term due to the availability of this type of tools. This chapter aims to analyse and discuss how the new generative AI tools, which are accessible to all, can influence teachers' instructional methods and transform the format and the ways students learn. What are the main challenges, limitations and changes that we can foresee, considering the dangers and constraints of these new tools, regarding the teaching and learning processes of young adults in higher education. A case study was selected, using an exploratory questionnaire survey of undergraduate students, which was analysed using descriptive statistics. This study demonstrated that teachers, in student perspectives, are still far integrating IA in their pedagogical strategies, mainly focussing in the dangers and limitations and little in the potential. The aim was to contribute to assess how these new working tools can be an instrument that enhances critical thinking and active and transformative learning of young adults, when used with the minimisation of risks and errors. Furthermore, it is intended to reflect on appropriate AI educational policies as well as on the development of competences and digital literacy in the training of higher education students as global citizens.

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