Nurgun Gencel and Emrullah Yılmaz investigated the use of ChatGPT in higher education through a SWOT analysis involving 18 academics from various universities in Türkiye. Published in the International Journal of Technology in Education on June 18, 2026, the study utilized semi-structured interviews to categorize findings on generative AI in teaching and learning.

Academics identified key strengths as the acceleration of academic projects and self-improvement, alongside improved access to knowledge. Conversely, weaknesses reported include reduced critical thinking, the potential for misinformation, and increased risks of plagiarism or cheating.

Opportunities noted involve creative content production and faster learning speeds, while threats include a decline in research competencies, analytical skill degradation, and the risk of one-sided learning.

Nurgun Gencel and Emrullah Yılmaz investigated the use of ChatGPT in higher education through a SWOT analysis involving 18 academics from various universities in Türkiye. Published in the International Journal of Technology in Education on June 18, 2026, the study utilized semi-structured interviews to categorize findings on generative AI in teaching and learning.

Academics identified key strengths as the acceleration of academic projects and self-improvement, alongside improved access to knowledge. Conversely, weaknesses reported include reduced critical thinking, the potential for misinformation, and increased risks of plagiarism or cheating.

Opportunities noted involve creative content production and faster learning speeds, while threats include a decline in research competencies, analytical skill degradation, and the risk of one-sided learning.