In 2024, research expanded both methodologically and contextually. In mathematics
education, Delima et al. (2024) investigated the influence of ChatGPT on mathematics
self-regulated learning and mathematics anxiety using a correlational survey design.
Their findings revealed higher levels of self-regulated learning among students who used
ChatGPT, while no significant differences were observed in mathematics anxiety.
Broader investigations of ChatGPT adoption in higher education were also conducted
in 2024. Zafar et al. (2024) examined the use of ChatGPT and other generative AI tools
among university students using a large-scale survey. The study reported perceived improvements in learning efficiency, academic performance, and access to personalized
learning support. Nevertheless, participants also expressed concerns regarding overreliance on ChatGPT, reduced independent thinking, and academic integrity issues. Likewise, Youssef et al. (2024) examined the relationship between ChatGPT usage and student
engagement, critical thinking, and academic achievement using a quantitative surveybased approach. Their findings indicated positive associations between ChatGPT usage
and all three outcomes, suggesting that ChatGPT may function as a supportive learning
tool when used appropriately.
More recent 2024 studies extended ChatGPT research to specialized academic disciplines. ? investigated the impact of ChatGPT-assisted instruction in physics education
using a quasi-experimental design with experimental and control groups. The results
demonstrated statistically significant improvements in students’ higher-order thinking
skills, particularly in analysis, evaluation, and creativity, when ChatGPT was integrated
within project-based learning strategies.Likewise,  Farizi et al. (2024) found that integrating ChatGPT into physics education significantly enhances students†higher-order thinking skills when combined with structured instructional strategies.
Faculty perspectives were also addressed during this stage of research. El-Seoud et al.
(2023) explored instructors’ perceptions of ChatGPT in university teaching using survey
data collected from faculty members. The findings indicated that ChatGPT may enhance
student engagement, writing quality, and problem-solving skills, while also raising concerns related to plagiarism, reduced independent thinking, and ethical challenges asso-ciated with AI-assisted learning.
The most recent empirical evidence has focused on health sciences education. GonzalezGarcia et al. (2025) examined the impact of ChatGPT usage on nursing students using
a cross-sectional survey design. The study found significant improvements in academic
performance and perceived learning benefits, with female students reporting higher perceived usefulness for completing academic tasks. These findings suggest that ChatGPT
may offer discipline-specific benefits when aligned with structured pedagogical practices.
Collectively, the reviewed literature demonstrates a clear chronological progression in
research on ChatGPT in education. Early studies concentrated on academic performance
and ethical concerns, followed by investigations into usage patterns, discipline-specific
outcomes, and learner-related factors such as motivation and self-regulation. More recent research underscores the importance of instructional design and guided implementation, indicating that the educational effectiveness of ChatGPT depends largely on how
it is integrated within higher education contexts.