Uvođenje generativnih jezičnih modela poput ChatGPT-a u obrazovni sistem donosi brojne benefite, ali i značajne izazove koji mogu negativno uticati na kvalitet obrazovanja. Analiza relevantne naučne literature na primjeru korištenja vještačke inteligencije u obrazovanju pokazuje da prekomjerna upotreba može dovesti do pasivnog pristupa učenju, smanjenja motivacije za samostalno razmišljanje i razvoja kognitivnih sposobnosti, te povećanja rizika od akademskog nepoštenja. Poseban izazov predstavlja i uticaj na kompetencije pa se kod studenata bilježi površno razumijevanje programiranja i algoritamskog razmišljanja usled oslanjanja na gotova rješenja. Rad ističe potrebu za razvijanjem jasnih pedagoških i etičkih okvira koji bi usmjeravali odgovornu i kritičku upotrebu alata vještačke inteligencije u obrazovanju. U tom smislu, preporučuje se integracija AI pismenosti u kurikulume, redizajn evaluacija na višim nivoima Blumove taksonomije, te osnaživanje nastavnika za vođenje učenika kroz aktivne misaone procese. Balansiran i promišljen pristup može omogućiti optimalno korištenje prednosti ChatGPT-a, uz očuvanje kvaliteta i integriteta obrazovnog procesa, posebno u oblasti informacionih tehnologija.
Conceptualization, V.S.; Investigation, V.S.; Writing – original draft, V.S.; Supervision, V.A. All authors have read and agreed to the published version of the manuscript.
References
Abdallah, N., Katmah, R., Khalaf, K., & Jelinek, H. F. (2025). Systematic review of ChatGPT in higher education: Navigating impact on learning, wellbeing, and collaboration. Social Sciences & Humanities Open, 12, 101866. https://doi.org/10.1016/j.ssaho.2025.101866
Akbar, M. S. (2025). Beyond Detection: Designing AI-Resilient Assessments with Automated Feedback Tool to Foster Critical Thinking. arXiv preprint arXiv:2503.23622.
Boulhrir, T., & Hamash, M. (2025). Unpacking artificial intelligence in elementary education: A comprehensive thematic analysis systematic review. Computers and Education: Artificial Intelligence, 9, 100442. https://doi.org/10.1016/j.caeai.2025.100442
Daud, N. M. (2025). From innovation to stress: analyzing hybrid technology adoption and its role in technostress among students. International Journal of Educational Technology in Higher Education, 22(1), 31. https://doi.org/10.1186/s41239-025-00529-x
Davar, N. F., Dewan, M. A. A., & Zhang, X. (2025). AI Chatbots in Education: Challenges and Opportunities. Information, 16(3), 235. https://doi.org/10.3390/info16030235
Hassen, M. Z. (2025). The Impact of AI on Students’ Reading, Critical Thinking, and Problem-Solving Skills. American Journal of Education, 9(2), 82–90.
Kanbul, S., Adamu, I., & Mohammed, Y. B. (2024). A Global Outlook on AI-Predicted Impacts of ChatGPT on Contemporary Education. SAGE Open, 14(3), 21582440241266370.
Lund, B., Mannuru, N. R., Teel, Z. A., Lee, T. H., Ortega, N. J., Simmons, S., & Ward, E. (n.d.). Student Perceptions of AI-Assisted Writing and Academic Integrity: Ethical Concerns, Academic Misconduct, and Use of Generative AI in Higher Education. AI in Education, 1(1), 2. https://doi.org/10.3390/aieduc1010002
Matos, T., Santos, W., Zdravevski, E., Coelho, P. J., Pires, I. M., & Madeira, F. (2025). A systematic review of artificial intelligence applications in education: Emerging trends and challenges. Decision Analytics Journal, 15, 100571. https://doi.org/10.1016/j.dajour.2025.100571
Melisa, R., Ashadi, A., Triastuti, A., Hidayati, S., Salido, A., Luansi Ero, P. E., Marlini, C., Zefrin, Z., & Al Fuad, Z. (2025). Critical Thinking in the Age of AI. A Systematic Review of AI’s Effects on Higher Education. Educational Process: International Journal, 14, 2025031.
Nasr, N. R., Tu, C.-H., Werner, J., Bauer, T., Yen, C.-J., & Sujo-Montes, L. (n.d.). Exploring the Impact of Generative AI ChatGPT on Critical Thinking in Higher Education: Passive AI-Directed Use or Human–AI Supported Collaboration? Education Sciences, 15(9), 1198. https://doi.org/10.3390/educsci15091198
Pino Tarragó, J. C., Domínguez Gálvez, D. L., Regalado Jalca, J. J., & Villavicencio Cedeño, E. G. (2025). Artificial intelligence and soft skills in civil engineering education: A Latin American curriculum gap with global implications. Research in Globalization, 11, 100307. https://doi.org/10.1016/j.resglo.2025.100307
Saleem, F., Chikhaoui, E., & Malik, M. I. (2024). Technostress in students and quality of online learning: role of instructor and university support. Frontiers in Education, 9, 1309642. https://doi.org/10.3389/feduc.2024.1309642
Stöhr, C., Ou, A. W., & Malmström, H. (2024). Perceptions and usage of AI chatbots among students in higher education across genders, academic levels and fields of study. Computers and Education: Artificial Intelligence, 7, 100259. https://doi.org/10.1016/j.caeai.2024.100259
Tan, M. J. T., & Maravilla, N. M. A. T. (2024). Shaping integrity: why generative artificial intelligence does not have to undermine education. Frontiers in Artificial Intelligence, 7, 1471224. https://doi.org/10.48550/arXiv.2407.19088
Toma, R. B., & Yánez-Pérez, I. (2024). Effects of ChatGPT use on undergraduate students’ creativity: a threat to creative thinking? Discover Artificial Intelligence, 4(1), 74. https://doi.org/10.1007/s44163-024-00172-x
Wang, J., & Fan, W. (2025). The effect of ChatGPT on students’ learning performance, learning perception, and higher-order thinking: insights from a meta-analysis. Humanities and Social Sciences Communications, 12(1), 1–21. https://doi.org/10.1057/s41599-025-04787-y
Wecks, J. O., Voshaar, J., Plate, B. J., & Zimmermann, J. (2024). Generative AI Usage and Exam Performance. ArXiv Preprint ArXiv:2404., 19699.
Wu, Q., Chen, L., Chen, M., & Huang, Y. (2025). Exploring the impact of artificial intelligence on business talent development in higher education: A systematic literature review and research agenda. The International Journal of Management Education, 24(1), 101287. https://doi.org/10.1016/j.ijme.2025.101287
Yusuf, A., Pervin, N., & Román-González, M. (n.d.). Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives. International Journal of Educational Technology in Higher Education, 21(1), 21. https://doi.org/10.1186/s41239-024-00453-6
Zhang, P., & Tur, G. (2024). A systematic review of <scp>ChatGPT</scp> use in K‐12 education. European Journal of Education, 59(2), e12599. https://doi.org/10.1111/ejed.12599
The statements, opinions and data contained in the journal are solely those of the individual authors and contributors and not of the publisher and the editor(s). We stay neutral with regard to jurisdictional claims in published maps and institutional affiliations.
,
