The MA thesis examines the use of generative AI, with a particular focus on large language models (LLMs) and ChatGPT, in Grammar Schools. It reflects on the increasing integration of GenAI into students’ everyday lives and schoolwork and focuses on its potential and limitations in learning and teaching. Particular attention is paid to its impact on students’ understanding of learning content, critical thinking and independent work, as well as to the role of teachers in its meaningful integration into the learning process.
The theoretical part presents the development of GenAI and LLMs, the characteristics and functioning of ChatGPT, and the possibilities for using GenAI in education. Both its benefits and the risks associated with its use are discussed.
The empirical part is based on a combination of quantitative and qualitative research approaches. The survey involved 87 students from Slovenian Grammar Dchools, while the qualitative part consisted of semi-structured interviews with six teachers, who teach in grammar schools, from different subject areas. The results show that GenAI is already considerably integrated into the schoolwork of the participating students. Students primarily value it for its speed, accessibility of information, additional explanations and assistance with schoolwork, whereas teachers place greater emphasis on the quality of learning, students’ independence and the reliability of the information obtained. In addition to its benefits, both groups also recognise the risks associated with uncritical and excessive use.
The findings indicate that appropriate training of both students and teachers is particularly important for the meaningful integration of GenAI into education
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