| Johnson et al. (2024a, 2024b) | Explore the integration of ChatGPT into library instruction | ChatGPT can enhance research skills and critical evaluation | Adapting and implementing ChatGPT in library sessions | Universal design for learning (UDL), constructivist theory | Lesson plan with hands-on activities | Potential to enhance human critical thinking and creativity |
| Gao et al. (2024) | Impact of ChatGPT on educational practices | Importance of user experience in adopting ChatGPT | Longitudinal data and dynamic analysis of interactions | Stereotype content model, BIAS map | Regression models | Enhances creativity by providing personalized experiences and supporting educators |
| Crompton and Burke (2024) | Use ChatGPT in education across all learner levels | Benefits for teaching, support and professional development | Explore the potential and limitations of ChatGPT | Configurative systematic review, PRISMA protocol | Systematic review methodology | Supports creativity and innovation among educators and students |
| Volante et al. (2023) | Guide students in improving AI-generated text | ICE model promotes critical and creative thinking | Impact of AI on student learning outcomes | ICE model for formative assessment | A qualitative approach with student guidance | Spur innovations in thinking and promote critical and creative skills |
| Perkins (2023) | Implications of AI LLMs on academic integrity | Need for updated academic integrity policies | Concerns related to LLM use in student work | Literature review on AI and academic integrity | Literature review and analysis | Supports creative expression and collaboration while posing ethical challenges |
| Amaro et al. (2023) | Impact of ChatGPT’s fake information on trust | Users continue to trust ChatGPT despite fake information | Factors influencing user trust in AI tools | User study on trust and satisfaction | User study with tasks and statistical tests | Highlights potential uses of ChatGPT for educational activities |
| Bower et al. (2024) | Understand educators’ views on AI’s impact on teaching | Recognized need for AI understanding and critical thinking | Broader implications of AI in education | Unified Theory of Acceptance and Use of Technology (UTAUT2) | Mixed-methods with surveys and thematic analysis | Encourages holistic approach fostering creativity and innovation |
| Eager and Brunton (2023) | Integrate AI tools in higher education | AI enhances assessment design and teaching materials | Long-term impact of AI on education | Case study approach | Case study on AI implementation | Augments creativity and efficiency in educational practices |
| Wardat et al. (2023) | Perceptions of ChatGPT in teaching mathematics | Encourages reading and writing abilities | Incorporate ChatGPT into teaching methods | Instrumental case study design, social network analysis | Qualitative case study approach | Provides personalized content and promotes innovative teaching methods |
| Almasre (2024) | Effectiveness of GPT-4 in assessing typography course designs | AI ensures consistency and objectivity in the assessment | The potential of AI in education and assessment practices | Training evaluators and analyzing performance | Training and evaluation sessions | Enhances assessment in creative fields and supports objective evaluation |