Abstract
Abstract: Interest in Artificial Intelligence (AI) has increased dramatically since the launch of ChatGPT (Generative Pre-trained Transformer) in November 2022. While ChatGPT has captured the imagination of students and educators alike, several concerns have also emerged (Torrey et al., 2023). In this study, the researcher conducted a qualitative meta-synthesis that focused mainly to the range of ChatGPT by obtaining interrelated data from peer-reviewed publication or journals searched through the academic databases and meta-search engines (Google Scholar, JSTOR, EBSCO, and OVID). With the initial samples of 21 ChatGPT studies, ten (10) were selected based on the inclusion criteria. Conceptual translation was used to express the research findings. The data from each theme were synthesized and integrated to create a synthesis that represented the category as a whole. ChatGPT is here to stay, and individuals would undoubtedly use it for the rest of their lives. Integrating ChatGPT in a variety of settings, including education, particularly in business courses, offers numerous opportunities to improve learning experiences, personalize instruction, and rethink educators' roles. This change, however, poses restrictions classified as intrinsic and usage-related issues that make assessments, digital literacy, and ethical considerations challenging. To realize ChatGPT's full potential in education and overcome these barriers, stakeholders should develop solutions for ethical and equitable adoption in a naturally based and proactive approach.
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