CHATGPT-ASSISTED LEARNING IN SECONDARY SCHOOL BIOLOGY EDUCATION: OPPORTUNITIES, CHALLENGES, AND BEST PRACTICES
Keywords:
Artificial Intelligence, Biology Education, ChatGPT-Assisted Learning, School Students, SecondaryAbstract
The integration of Artificial Intelligence (AI) into education has transformed instructional practices by creating more personalized, interactive, and learner-centered learning experiences. Among emerging AI technologies, ChatGPT has attracted considerable attention for its potential to support students' understanding of complex concepts through instant feedback, adaptive explanations, and continuous academic support. This paper examined the role of ChatGPT-assisted learning in enhancing biology learning among secondary school students in Edo State, Nigeria. The study adopted an exploratory and expository research approach based on a systematic review of relevant scholarly literature obtained from journal articles, conference papers, research reports, and other academic publications accessed through databases such as Google Scholar and ResearchGate. The reviewed literature suggested that ChatGPT has potential to support students’ conceptual understanding, self-regulated learning, inquiry-based learning, and academic engagement when appropriately integrated into Biology instruction. The review also identified several challenges associated with its use, including the possibility of inaccurate information, academic dishonesty, overdependence on AI, inadequate digital infrastructure, limited teacher competence, and unequal access to technological resources. The paper concluded that ChatGPT should not replace teachers but should be integrated as a complementary instructional platform that enriches conventional classroom teaching.
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