Addressing ChatGPT Localization and Instructional Separation Challenges in Chinese Higher Education
DOI:
https://doi.org/10.54097/vaet0795Keywords:
ChatGPT; education policy; localization; division between teaching and learning.Abstract
ChatGPT exhibits both advantages and disadvantages in the field of education. To a certain extent, its application necessitates a shift in the evaluation system and a reformation of teaching methods. ChatGPT can serve as an educational support tool, enhancing classroom teaching efficiency for both educators and students. It also facilitates personalized and customized education, thereby stimulating students' innovative capabilities. On the other hand, it presents several challenges, including ethical concerns, issues related to fragmented teaching, and the risk of eroding traditional evaluation systems. This study discusses the phenomenon of a division between teaching and learning caused by the application of ChatGPT, as well as the challenges of localization. Drawing from policy cases in foreign universities and the policies of the University of Hong Kong, Chinese universities should ensure widespread access to ChatGPT, improve curriculum structures, and train teaching staff. Furthermore, collaboration among universities is vital to collectively cultivate AI tailored for education.
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