ChatGPT in Political Education: A Comparative Study of Student and Faculty Perspectives

Hao Song

doi:10.25159/1947-9417/19336

Authors

Hao Song Nanjing University https://orcid.org/0009-0000-5306-6685

DOI:

https://doi.org/10.25159/1947-9417/19336

Keywords:

artificial intelligence (AI), ChatGPT, international politics, higher education

Abstract

This mixed-methods study explores the credibility of responses generated by artificial intelligence (AI) in facilitating the learning of international politics by comparing students’ and faculty’s perspectives on using ChatGPT to learn international politics. A total of 207 students and five faculty members were recruited in this study. Results from sentiment analysis indicate that students usually trust ChatGPT as a credible source of information. They also consider it an effective tool for understanding complex political concepts. However, findings of thematic analysis show that faculty highlight significant limitations of using ChatGPT for learning international politics. These experts discuss a lack of depth in AI-generated responses, potential ideological biases, and insufficient critical analysis of nuanced issues. These differences indicate the need for cautious integration of AI tools in learning international politics. Overall, the findings suggest that while ChatGPT can serve as a valuable supplementary resource, it should not replace traditional learning methods or expert guidance.

Author Biography

Hao Song, Nanjing University

Institute of International Relations, Nanjing University, China

Shanghai Lixin University of Accounting and Finance, China

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