Document Type : Research Paper
Authors
1 Department of Mathematics Education, Farhangian University, Tehran,, Iran
2 Department of Educational Sciences, Farhangian University, Tehran, Iran.
3 Department of Computer Engineering, National University of Skills (NUS), Tehran, Iran.
4 Mathematics Education Expert, Farhangian University, Allameh Amini Campus, Tabriz, Iran.
Abstract
Artificial intelligence and its applications in the field of instruction, teaching, and learning, with the emergence of tools such as Chat GPT and other tools after 2022, are creating new challenges in the teaching and learning. Therefore, the aim of this study is to systematically review the challenges of using artificial intelligence in teaching and learning in higher education. In this study, based on the question and the nature of the research, the systematic review method was used in the selection of sources, and Granheim and Lundman's content analysis method was used in the data analysis section. Based on these methods and using the PRISMA protocol, 851 sources were identified and refined, and finally 39 valid sources were included in the round-trip analysis. In the analysis section, meaning units, condensed meaning units and compressed codes, subclasses and main classes of challenges were identified and labeled. After continuous and back-and-forth analyzes on reliable sources, 12 subcategories were identified, which finally led to the formation of 5 main categories related to the challenges of artificial intelligence in teaching and learning in higher education. This research revealed 5 classes of key challenges in the use of artificial intelligence, which included ethical, technical, policy, educational design and artificial intelligence challenges. At the end of the article, practical suggestions for policy makers, teachers and learners are given, as well as research suggestions for future research are discussed.
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