AI-Powered Teaching: Literature Review of ChatGPT’s Impact on University Educators

Authors

  • Liudmyla Holubnycha Yaroslav Mudryi National Law University, Kharkiv, Ukraine
  • Olena Kuznetsova Yaroslav Mudryi National Law University, Kharkiv, Ukraine
  • Tetiana Shchokina Yaroslav Mudryi National Law University, Kharkiv, Ukraine
  • Natalia Soroka Yaroslav Mudryi National Law University, Kharkiv, Ukraine
  • Dina Demchenko Yaroslav Mudryi National Law University, Kharkiv, Ukraine
  • Tetyana Koshechkina Yaroslav Mudryi National Law University
  • Oksana Kovalenko Simon Kuznets Kharkiv National University of Economics, Kharkiv, Ukraine https://orcid.org/0000-0002-3432-2601

DOI:

https://doi.org/10.3991/ijim.v19i15.54275

Keywords:

ChatGPT application, higher education, teaching, systematic review, ChatGPT application

Abstract


The conversational artificial intelligence (AI) model ChatGPT has drawn significant interest from educators, as it opens up opportunities for innovations and provides substantial potential for use by university instructors. Since there is a lack of certainty about the effective application of ChatGPT in university teaching, the research reviews the available scientific studies to address these questions. The systematically analysed data cover two years (30.11.2022–30.11.2024). Based on the tasks set, the research identifies the spheres of university educators’ activities in which ChatGPT offers educationally valuable assistance. The ChatGPT-assisted teaching activities are examined and analysed with special attention to the benefits and concerns that the application of ChatGPT may bring to university teaching. ChatGPT’s integration into mobile-supported learning settings, highlighting its role in enabling ubiquitous learning, real-time feedback, and adaptive teaching support, is scrutinised. The recommendations for coping with the perceived negative aspects of ChatGPT in university educators’ teaching are revealed and highlighted. The distinct role of ChatGPT as a supportive means in university teaching is supported.

Author Biographies

Liudmyla Holubnycha, Yaroslav Mudryi National Law University, Kharkiv, Ukraine

Liudmyla Holubnycha is a Doctor Sciences (in Education), Ph.D. in Education, Full Professor, Assosiate Professor of the Department of Foreign languages, Yaroslav Mudryi National Law University, Kharkiv, Ukraine. She has 30 years of experience as an academician at the tertiary level. She has more than 250 published papers. She is passionate about raising the quality of students’ teaching and learning and their development in higher education settings. Dr. Holubnycha’s research interests are professional training at the tertiary level; use of information and communication technologies for educational purposes; e-pedagogy; digital technologies; teaching English.

Olena Kuznetsova, Yaroslav Mudryi National Law University, Kharkiv, Ukraine

Doctor of Sciences, Professor, Department of foreign languages

Tetiana Shchokina, Yaroslav Mudryi National Law University, Kharkiv, Ukraine

Phd, Assosiat Professor, Department of foreign languages

Natalia Soroka, Yaroslav Mudryi National Law University, Kharkiv, Ukraine

PhD, Assosiate Professor, Department of foreign languages

Dina Demchenko, Yaroslav Mudryi National Law University, Kharkiv, Ukraine

PhD, Assosiate Professor, Department of foreign languages

Tetyana Koshechkina, Yaroslav Mudryi National Law University

PhD, Assosiate Professor, Department of foreign languages

Oksana Kovalenko, Simon Kuznets Kharkiv National University of Economics, Kharkiv, Ukraine

PhD in Philological Sciences, Associate Professor, Associate Professor of the Department of Pedagogy, Foreign Philology, and Translation

Cover iJIM – Vol 19, No 15, 2025

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Published

2025-08-13

How to Cite

Holubnycha, L., Kuznetsova, O., Shchokina, T., Soroka, N., Demchenko, D., Koshechkina, T., & Kovalenko, O. (2025). AI-Powered Teaching: Literature Review of ChatGPT’s Impact on University Educators. International Journal of Interactive Mobile Technologies (iJIM), 19(15), pp. 41–65. https://doi.org/10.3991/ijim.v19i15.54275

Issue

Vol. 19 No. 15 (2025)

Section

Papers

License

Copyright (c) 2025 Liudmyla Holubnycha, Olena Kuznetsova, Tetiana Shchokina, Natalia Soroka, Dina Demchenko, Tetyana Koshechkina, Oksana Kovalenko

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.