Integrare ChatGPT nell'insegnamento: percezioni degli studenti sulla sua utilità e affidabilità come risorsa pedagogica
DOI:
https://doi.org/10.61007/QdC.2025.2.376Parole chiave:
Intelligenza artificiale generativa, ChatGPT, istruzione superiore, pensiero critico, etica accademicaAbstract
L'emergere dell'intelligenza artificiale generativa nell'istruzione superiore presenta sia opportunità che sfide pedagogiche, etiche e cognitive. Questo studio combina una recente revisione teorica con un'analisi empirica che coinvolge studenti di lavoro sociale per esplorare l'impatto di ChatGPT sull'apprendimento. Gli studenti hanno particolarmente apprezzato la sua capacità di strutturare le informazioni e facilitare compiti specifici come la ricerca di dati o la stesura iniziale di testi. Tuttavia, alcuni studenti hanno espresso preoccupazioni circa l'accuratezza dei contenuti generati, la sua influenza sul lavoro di squadra e i potenziali rischi di dipendenza. Le risposte sottolineano il potenziale di ChatGPT come strumento di supporto professionale, pur sottolineando la necessità di un uso critico, etico e consapevole del contesto. Lo studio si conclude con raccomandazioni per un'integrazione responsabile dell'IA nelle università, in particolare nelle discipline con una forte componente relazionale come il lavoro sociale.
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