The Advent of ChatGPT and its Technological Integration in Education

Abstract: Our study investigates the possibility of integrating ChatGPT, an AI text generative tool, as a didactic supporting tool within the Swedish upper-secondary school curricula. Particularly, it takes interest in the English foreign language teaching context and examines eight peer reviewed articles on the matter. The questions it aims to answer are: In light of existing research, 1) what are some of the implications of integrating ChatGPT as a didactic supporting tool in Sweden’s English as a Foreign Language (EFL) upper-secondary classroom and 2) how could this tool be incorporated successfully into the teaching process? In the results, the synthesis identifies ethical concerns, teacher beliefs and perspectives, and pros and cons of integration as the three primary themes and shows how 75% of the articles are concerned with the ethical implications of ChatGPT, hence requesting ethical frameworks and guidelines. Additionally, it identifies teachers' beliefs and attitudes on integration of AI as the biggest influencing factor on the integration of ChatGPT and that the dominant benefits of integration of ChatGPT are in student accessibility and reduced workload for teachers. Conversely, the concerns include those of unethical nature such as cheating, plagiarizing, and information security and accuracy. The discussion suggests that ChatGPT, as a didactic tool, is supported by the Swedish upper-secondary curricula. However, additional efforts are needed to ensure its safe and effective integration. The study concludes that ChatGPT, and other AI generative tools, could be implemented in the curricula, but before this is accomplished we require policies, guidelines, and ethical frameworks to ensure it can be done safely and effectively.