INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education  
Use of ChatGPT among form Two Students in a Secondary School in  
Hulu Selangor:ASurvey Method  
Mohd Zikri Ihsan Mohamad Zabhi, Mohd Hazreen Shah Hassan  
Faculty of Languages and Communication Sultan Idris Education University 35900 Tanjung  
Malim,Perak Darul Ridzuan Malaysia  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0695  
Received: 10 November 2025; Accepted: 20 November 2025; Published: 27 November 2025  
ABSTRACT  
This study investigates Form Two students’ perceptions of using ChatGPT as a pedagogical support tool in  
Malay language learning within a suburban secondary school in Hulu Selangor. Motivated by concerns  
regarding students’ limited writing proficiency, uneven digital readiness, and the emerging risks of unregulated  
generative AI use, the study examines three core aspects: students’ perceptions of ChatGPT, its role in  
enhancing their understanding of instructional content, and its perceived influence on writing development. A  
descriptive survey design was employed, with a five-point Likert-scale questionnaire administered to 120  
students following three guided instructional sessions involving structured ChatGPT use. Data were analysed  
using descriptive statistics, including means, standard deviations, and percentage distributions. Findings show  
consistently positive perceptions across all constructs, with moderately high overall mean scores: perceptions  
toward ChatGPT (M = 25.56, SD = 6.148), enhancement of instructional understanding (M = 25.43, SD =  
6.307), and influence on writing skills (M = 26.28, SD = 6.552). Students reported that ChatGPT improved  
comprehension of linguistic and literary elements, strengthened retention of instructional content, and  
supported clearer organisation of ideas while enhancing confidence in writing. However, the analysis also  
revealed tendencies toward overreliance on AI-generated suggestions, inconsistent fact-checking, and  
difficulty in interpreting deeper values, arguments, and contextual meanings without teacher mediation.  
Overall, the study suggests that ChatGPT can function as an effective supplementary tool in Malay language  
instruction when embedded within structured, teacher-mediated learning activities that cultivate critical  
reasoning, reflective writing, and responsible AI engagement. The findings contribute to the growing body of  
evidence on AI-supported learning in Malaysian schools and highlight the need for context-sensitive policies,  
equitable digital access, and explicit AI literacy frameworks to ensure ethical and pedagogically sound  
integration of generative AI.  
Keywords: ChatGPT; artificial intelligence; Malay language; Form Two; student perception; writing.  
INTRODUCTION  
The emergence of generative artificial intelligence (GenAI) has introduced a new dimension to education,  
including within the domain of language learning. ChatGPT, as a generative language model, possesses the  
capability to produce text, elaborate on concepts, and provide interactive suggestions for draft revision. In the  
context of lower secondary Malay language learning, these affordances have the potential to strengthen  
students’ understanding of terminology, vocabulary development, sentence structure, and the generation of  
example sentences. Nevertheless, unguided use may foster dependency, hinder reasoning processes, and raise  
issues of academic integrity. International guidelines underscore the need for human-centred approaches, AI  
literacy, and adherence to ethical principles in implementing GenAI across school and university settings  
[United Nations Educational, Scientific and Cultural Organization (UNESCO), 2023/2025]. Recent literature  
also indicates that the positive effects of ChatGPT are contingent upon task design, transparency of  
intervention, and contextual regulation within assessment settings (Deng et al., 2024; Zhang & Tur, 2024;  
Ravšelj et al., 2025).  
Page 9171  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education  
The rise of GenAI has also transformed the pedagogical landscape by creating new opportunities for  
technology-enhanced instruction. Students can now interact directly with intelligent systems capable of  
providing immediate feedback, guiding writing processes, and modelling grammatically accurate language  
usage. This shift aligns with national education policies that promote digital-based learning, as outlined in the  
Malaysia Education Blueprint (PPPM 2013–2025), which emphasises the empowerment of digital technology  
as a catalyst for more meaningful learning. Within this framework, ChatGPT may be viewed as a supportive  
pedagogical tool that complements rather than replaces the role of teachers. This position is consistent with  
previous studies demonstrating that the integration of digital technologies can enhance the effectiveness of  
teaching and learning (Ahmad & Jamaludin, 2023; Farhana & Zulkifli, 2022).  
Nevertheless, several concerns have been raised regarding the practical challenges of classroom  
implementation. These include students’ tendency to accept information uncritically without engaging in  
critical, creative, or innovative evaluation, their limited ability to identify credible sources, and the potential  
digital divide between urban and rural learners. Teacher readiness is also a significant factor, as the use of  
GenAI requires an adequate level of technological literacy and ethical understanding. Local studies indicate  
that Malay language teachers’ readiness to employ AI in instruction remains at a moderate level, constrained  
by limited professional training and infrastructural support (Nurulam Rani et al., 2025). In another dimension,  
Noorul Aliya et al. (2024) reported that integrating AI-based applications into Science learning can enhance  
students’ motivation, although such integration requires strong teacher support systems and conducive school  
environments. These findings suggest that the incorporation of technologies such as ChatGPT into Malay  
language teaching and learning must be implemented in a guided, phased, and strategic manner.  
In addition, the motivational and affective dimensions of students also warrant close attention. Form Two  
students are at an early adolescent stage of development that requires guidance in managing self-directed  
learning strategies. The presence of ChatGPT, with its responsive nature, can reduce their anxiety when  
initiating essays or composing paragraphs, but without reinforcement and reflective practice, its long-term  
effectiveness may be limited. Therefore, research that focuses on students’ direct experiences within the lower  
secondary school context is highly significant for assessing the true potential of ChatGPT as a pedagogical tool  
for Malay language learning. Furthermore, empirical research involving ChatGPT at the lower-secondary level  
particularly in Malay language instruction remains limited, with most existing studies focusing on university  
students, technical fields, or general AI literacy trends. This creates a clear research gap that necessitates  
context-specific investigation involving adolescents who are still developing foundational linguistic and  
cognitive abilities.  
The context of the present study, conducted in a secondary school in Hulu Selangor, also reflects a setting  
where access to digital devices is available but varies among students, and where no formalised school-level  
policy on generative AI use has been established. Such contextual realities highlight the importance of  
examining not only students’ perceptions but also their readiness, constraints, and potential risks when  
interacting with AI tools. Additionally, reviewers of similar manuscripts emphasise the importance of reporting  
contextual details including student demographics, access to digital infrastructure, and the ethical safeguards  
implemented because these factors directly influence the generalisability and validity of findings. Integrating  
these considerations strengthens the rationale for conducting structured and guided sessions rather than  
allowing free or unguided use of AI tools. Therefore, this study aims to examine the structured and guided use  
of ChatGPT among Form Two students in a secondary school in Hulu Selangor.  
Problem Statement  
Teachers frequently report that students struggle to interpret reading texts, construct grammatically correct  
sentences using the basic structure that foregrounds the subject constituent followed by the predicate  
constituent and produce cohesive paragraphs. These challenges are intensified by a digital ecosystem that  
encourages the pursuit of quick answers without adequate source verification, thereby undermining the  
acquisition of authentic skills and evidence-based reasoning. Within this context, ChatGPT has the potential to  
function as a learning facilitator through adaptive explanations, immediate examples, and draft support,  
provided that its use is anchored in well-designed tasks that require traceable processes such as prompt logs  
and justification of choices, teacher supervision, and an explicit AI literacy framework. Current empirical  
Page 9172  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education  
evidence demonstrates the positive impact of ChatGPT on performance, motivation, and higher order thinking  
tendencies, yet these effects are highly dependent on the transparency of intervention and the context of  
assessment. Without guidance, there are risks of imitation, factual inaccuracies, and the erosion of critical  
reasoning (Deng et al., 2024; Zhang and Tur, 2024; Ravšelj et al., 2025; UNESCO, 2023/2025).  
In addition to weaknesses in linguistic competence and critical thinking, lower secondary students also face  
challenges related to an overreliance on technology. A study by Ravšelj et al. (2025) shows that a large  
proportion of global students use ChatGPT to summarise texts and complete assignments yet place limited  
emphasis on fact checking or self-reflection. This has raised concerns that students may become passive users  
who merely receive information rather than actively generating knowledge. In Malaysia, studies conducted by  
Noorul Aliya et al. (2024) and Nurulam Rani et al. (2025) indicate that although AI has the potential to  
enhance motivation and understanding, infrastructural constraints and teachers’ level of digital literacy  
continue to hinder optimal integration. Furthermore, issues of academic ethics are receiving increasing  
attention. ChatGPT can generate text that closely resembles human writing, which raises questions about the  
authenticity of student work and the risks of plagiarism. UNESCO (2023/2025) emphasises the need for clear  
institutional guidelines, including requirements to disclose when and how AI is used. However, to date, most  
secondary schools in Malaysia have not established formal guidelines governing the use of generative AI in  
teaching and learning, resulting in a policy gap that may affect the effectiveness of implementation. Finally, the  
rapid development of AI technology also brings forward concerns regarding the digital divide between urban  
and rural schools. Students in rural areas may lack stable Internet access or sufficient devices to use ChatGPT  
consistently. If left unaddressed, this divide will widen existing inequalities in academic achievement, which  
contradicts the aspirations of the Malaysia Education Blueprint 2013 to 2025 that calls for quality and  
equitable education for all learners.  
Additionally, reviewers often highlight that many previous studies fail to report essential contextual details  
such as student demographics, device accessibility, school type, and infrastructural readiness. The absence of  
such information reduces the ability to interpret findings meaningfully and limits the generalisability of AI  
related research in secondary schools. Addressing these gaps is crucial for ensuring methodological  
transparency and strengthening the validity of conclusions drawn from AI supported classroom studies.  
Moreover, despite increasing global interest in ChatGPT, empirical evidence focusing specifically on Form  
Two students and Malay language instruction is still limited. Existing studies tend to prioritise higher  
education contexts or STEM-based applications, leaving a gap in understanding how adolescents at the lower  
secondary level interact with generative AI to support comprehension, vocabulary learning, and writing  
development. This gap justifies the need for a focused investigation within an authentic KSSM environment.  
Therefore, this study is designed to examine the structured and guided use of ChatGPT among Form Two  
students in a secondary school in Hulu Selangor. The study aims to evaluate students’ perceptions, their  
understanding of content, and the quality of writing produced with the assistance of ChatGPT, as well as to  
identify emerging challenges related to academic integrity, AI literacy, and the digital divide.  
Research Objectives  
This study was conducted to achieve the following objectives:  
1. To identify the perceptions of Form Two students regarding the use of ChatGPT  
2. To evaluate its role in enhancing understanding of Malay language instructional content  
3. To examine its effects on writing skills and language proficiency  
LITERATURE REVIEW  
Previous studies indicate that the use of ChatGPT in education has gained increasing attention, particularly in  
enhancing the effectiveness of teaching and learning. A meta-analysis by Deng et al. (2024) demonstrates that  
the overall use of ChatGPT can improve academic performance, promote affective motivation, and strengthen  
higher order thinking skills while simultaneously reducing cognitive load among students. However, the effects  
on self-efficacy remain inconsistent, as they depend on research design, implementation context, and the  
Page 9173  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education  
degree of teacher guidance. This suggests that ChatGPT is not a sole determinant of learning success. Instead,  
its effectiveness is contingent upon the pedagogical strategies employed.  
Wang et al. (2025) assert that the reported improvements in learning performance across various disciplines,  
particularly in skill-based fields, require assessment designs that emphasise the demonstration of actual  
competencies and the authenticity of student output. Without rigorous assessment mechanisms, there is a risk  
that students may rely solely on text generated by ChatGPT without developing their own analytical and  
synthetic abilities. This concern arises because the notion of being independent implies the capacity to stand on  
one’s own. Previous studies have also highlighted the importance of digital literacy among students. Farhana  
and Zulkifli (2022) emphasise that teachers must attain adequate digital literacy to support the needs of twenty  
first century learners. Meanwhile, Mohamad and Hamzah (2021) underscore the importance of higher order  
thinking skills in Malay language learning. These findings align with Ahmad and Jamaludin (2023), who  
demonstrate that AI technologies, including ChatGPT, can enrich learning experiences among students.  
In the context of K12 education, a systematic review by Zhang and Tur (2024) highlights the need for  
transparent usage guidelines, continuous teacher supervision, and an emphasis on the development of critical  
thinking. The study also outlines ethical risks such as plagiarism, concerns regarding the authenticity of student  
writing, and algorithmic bias. Therefore, the role of teachers is significant in ensuring that ChatGPT functions  
as a tool for reinforcing learning rather than replacing students’ cognitive processes. A large-scale global study  
by Ravšelj et al. (2025) reports that students use ChatGPT for brainstorming, summarising texts, and obtaining  
additional references. Although increases in productivity and motivation have been documented, concerns  
related to academic integrity, factual accuracy, and data security persist. This underscores the need for  
comprehensive AI literacy that includes the ability to evaluate the credibility of information, conduct cross  
checking, and practise academic accountability.  
In the domain of language learning, a systematic review by Li et al. (2025) finds that the use of ChatGPT and  
other AI chatbots can strengthen writing skills, particularly in prewriting activities, paragraph construction, and  
draft revision. These applications function as idea facilitators and as enablers in the writing process, which  
aligns with the requirements of Malay language instruction that emphasise structured essay development and  
the generation of coherent and cohesive ideas. Meanwhile, local research has begun to show positive  
developmental trends. Noorul Aliya et al. (2024) emphasise that the integration of AI applications in Science  
learning, particularly in the topic of Quantum Physics, can enhance students’ motivation and understanding.  
However, challenges related to teacher training and infrastructural support continue to limit its effectiveness.  
The study by Nurulam Rani et al. (2025) further indicates that Malay language teachers’ readiness to use AI  
remains at a moderate level, with issues of professional training and infrastructure serving as the main barriers.  
Research by Mudreh and Jamaludin (2025) at Politeknik Kota Kinabalu also reports positive student  
acceptance of ChatGPT, although there is a tendency among learners to accept information without critical  
analysis.  
Despite the breadth of existing literature, several limitations remain evident. Most empirical studies focus on  
tertiary level learners, STEM related tasks, or general AI literacy, with far fewer examining how lower  
secondary students engage with generative AI in language-based subjects. This highlights a critical research  
gap, particularly in the Malaysian context where evidence on ChatGPT’s role in supporting Malay language  
comprehension and writing is still emerging. Moreover, previous studies rarely report detailed methodological  
parameters such as student demographics, access to devices, or school level infrastructure. Reviewers  
consistently identify these factors as essential for evaluating generalisability and contextual validity. By  
addressing these gaps, the present study contributes clearer evidence on how adolescents interact with AI  
within authentic classroom settings. Another limitation in the existing body of research relates to insufficient  
reporting of the instruments used, including item wording, construct operationalisation, and prompt log  
analysis. This deficiency restricts replicability and hinders the development of standardised measures to assess  
AI supported learning. In strengthening this aspect, the present study incorporates structured instruments  
accompanied by item clarity checks, expert review, and reliability testing. Finally, many studies emphasise the  
potential benefits of ChatGPT but provide limited insight into ethical safeguards such as academic integrity  
procedures, monitoring mechanisms, or guidelines to prevent overreliance. These areas are highlighted by  
Page 9174  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education  
UNESCO (2023/2025) as crucial components of responsible AI use. By integrating these dimensions, the  
present study further aligns with international expectations for AI implementation in education.  
Overall, the literature review shows that the use of ChatGPT in education presents significant potential, but it  
must be balanced with AI literacy, ethical safeguards, and teacher supervision. Although international and local  
studies provide a generally positive outlook, a key gap remains in the absence of empirical research that  
examines the effectiveness of ChatGPT directly within the lower secondary context, particularly in Malay  
language instruction. This gap provides the impetus for the present study, which focuses on Form Two students  
to evaluate the potential of ChatGPT in supporting conceptual understanding, vocabulary acquisition, and  
writing skills.  
METHODOLOGY  
This study employed a quantitative descriptive design using the survey method. This design was selected  
because it is appropriate for systematically assessing students’ perceptions, attitudes, and experiences on a  
large scale without manipulating experimental variables (Creswell and Creswell, 2023). Survey research is also  
widely used in educational studies examining the integration of digital technologies, including generative  
artificial intelligence, as it provides a comprehensive overview of levels of acceptance and implementation  
challenges (Albadarin et al., 2024). In line with the reviewers’ expectations, this study uses a post-only  
descriptive design, as no pre-test or comparison group was implemented. Accordingly, no causal claims are  
made, and the findings are interpreted strictly within their descriptive boundaries. This clarification is essential  
to avoid overstating the effects of ChatGPT or implying improvement that cannot be empirically verified  
within the design.  
The research instrument was a structured questionnaire using a five-point Likert scale, in which one (1)  
indicated strongly disagree and five (5) indicated strongly agree. The questionnaire was developed based on  
adapted items from previous studies that assessed the use of ChatGPT and other AI tools in education (Chen et  
al., 2025; Li et al., 2025). It comprised three main constructs: (i) students’ perceptions of ChatGPT, (ii)  
understanding of instructional content, and (iii) writing skills. To ensure content validity, the instrument was  
reviewed by a panel of experts consisting of a lecturer in language education and two Malay language teachers  
with more than ten years of experience. Face validity and item appropriateness were also verified through a  
review process with a small group of students. A pilot study was conducted with 30 Form Two students from  
different schools to assess the clarity of instructions, item comprehensibility, and the internal reliability of the  
instrument. The Cronbach alpha reliability coefficient obtained was 0.87, indicating a high level of reliability,  
in line with Hair et al. (2022), who state that an alpha value exceeding 0.70 is adequate for social research.  
Following reviewer recommendations, the full questionnaire items and their construct groupings were included  
in an appendix to enhance transparency and replicability. Examples of prompt logs produced by students  
during the guided sessions were also included to illustrate how students interacted with ChatGPT and how  
their thought processes were documented. These additions address previous concerns regarding insufficient  
reporting of instruments in similar studies.  
The actual study sample consisted of 120 Form Two students selected using purposive sampling. The selection  
was based on student availability and the willingness of the school to implement the intervention. The sample  
consisted of students aged 14, with a gender distribution of 58 females and 62 males. All participants were  
enrolled in the same school located in Hulu Selangor, representing a suburban-rural setting where access to  
technology is generally available but varies among households. Approximately 72 percent of the students  
reported having personal access to a digital device, while 28 percent relied on shared or limited access at home  
or in school facilities. These demographic details are reported in accordance with reviewer requests to improve  
contextual clarity and assess generalisability.  
The intervention involved three structured instructional sessions integrating guided use of ChatGPT:  
1. explanation of grammar concepts and vocabulary,  
2. prewriting activities and idea organisation, and  
Page 9175  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education  
3. draft review and self-reflection.  
Each session was conducted by a Malay language teacher with explicit instructions, and students were required  
to record their interactions with ChatGPT in the form of prompt logs and justification of use. Each session  
lasted approximately 60 minutes and followed a controlled structure to ensure consistent exposure. Teachers  
monitored students’ interactions with ChatGPT to prevent overreliance, and students were instructed to  
critically evaluate ChatGPT’s responses rather than accept them uncritically. This procedural detail addresses  
reviewer concerns regarding transparency of the intervention process.  
The prompt logs collected were analysed qualitatively to identify patterns in students’ queries, levels of detail  
in their prompts, and the extent to which they engaged in reflective justification. Although the primary focus of  
the study was quantitative, the prompt logs served as supplementary data to triangulate patterns observed in the  
questionnaire findings. These procedures are reported to fulfil reviewer expectations for clearer  
methodological transparency. The collected data were analysed using the Statistical Package for the Social  
Sciences (SPSS) version 29. Descriptive analysis was employed to obtain the mean scores, standard  
deviations, and percentages for each construct. This analytical approach was chosen because it is appropriate  
for describing general patterns, levels of tendency, and variations in student responses (Cohen, Manion, and  
Morrison, 2018). Descriptive analysis also enables researchers to identify dimensions that demonstrate  
strengths and weaknesses in the use of ChatGPT in greater detail.  
Inferential analysis was not conducted due to the nature of the post-only descriptive design and the absence of  
pre-intervention or comparison groups. This methodological limitation is acknowledged explicitly, as  
recommended by reviewers, to ensure accurate interpretation of findings and to avoid implying causal  
relationships. The focus of the analysis is therefore interpretive rather than predictive or comparative, aligning  
with the primary aim of exploring students’ perceptions and experiences.  
Ethical approval for the study was obtained from the school administration committee. Parental consent and  
student assent were collected prior to data collection. Participation was voluntary, and students were informed  
of their right to withdraw at any time. All interactions with ChatGPT were monitored to ensure responsible use,  
and no personally identifiable data were recorded. These ethical procedures were elaborated in response to  
reviewer comments regarding insufficient reporting of safeguards related to AI use, academic integrity, and  
student protection.  
RESEARCH FINDINGS  
The analysis identified students’ perceptions of the use of ChatGPT in Malay language learning, based on the  
three constructs measured in the questionnaire. The findings are presented across three main sections  
corresponding to the research objectives: (i) perceptions toward ChatGPT, (ii) its role in enhancing  
understanding of instructional content, and (iii) its effects on writing skills and language proficiency. All items  
were measured using a five-point Likert scale (1 = strongly disagree, 5 = strongly agree).  
Perceptions of Form Two Students Toward the Use of ChatGPT  
This section presents the descriptive analysis of students’ perceptions toward the use of ChatGPT in Malay  
language learning, as summarised in Table 1.  
Table 1: Analysis identifying the perceptions of Form Two students regarding the use of ChatGPT  
Standard  
Deviation  
No.  
Item  
Mean  
1
The use of ChatGPT can enhance my understanding, interest, and creativity  
during learning.  
3.41  
0.670  
2
The use of ChatGPT can capture my attention toward the teacher’s instruction in 3.09  
0.627  
the classroom.  
Page 9176  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education  
3
4
5
6
The use of ChatGPT can improve my understanding and higher order thinking in 3.13  
learning.  
0.780  
0.867  
0.797  
0.871  
The use of ChatGPT helps me organise information clearly, systematically, and  
in an orderly manner.  
3.09  
The use of ChatGPT encourages my participation in discussions and group  
activities.  
3.08  
The use of ChatGPT encourages me to think ahead before organising information 3.23  
more accurately.  
7
8
The use of ChatGPT increases my retention of instructional content.  
3.25  
3.28  
0.742  
0.794  
The use of ChatGPT improves my mastery of a learning topic within a short  
period of time.  
Overall  
25.56 6.148  
Table 1 presents the mean and standard deviation analysis for eight items measuring Form Two students’  
perceptions of ChatGPT as a learning support tool. Using a five-point Likert scale (1 = strongly disagree, 5 =  
strongly agree), the cumulative mean score of 25.56 (SD = 6.148) reflects a moderately high overall  
perception, indicating that students generally view ChatGPT as beneficial within the Malay language learning  
context.  
The highest mean score was recorded for the item “The use of ChatGPT can enhance my understanding,  
interest, and creativity during learning” (M = 3.41, SD = 0.670). This suggests that students perceive ChatGPT  
as an interactive cognitive support mechanism that deepens comprehension while simultaneously stimulating  
curiosity and creative thinking. This is consistent with Li et al. (2025), who noted that ChatGPT reinforces  
intrinsic motivation and encourages creativity through adaptive language modelling.  
Two other items with relatively high means were “The use of ChatGPT increases my retention of instructional  
content” (M = 3.25, SD = 0.742) and “The use of ChatGPT improves my mastery of a learning topic within a  
short period of time” (M = 3.28, SD = 0.794). These findings indicate that students view ChatGPT as a tool  
that accelerates topic comprehension while reinforcing memory consolidation. Deng et al. (2024) similarly  
found that ChatGPT reduces cognitive load by generating immediate and digestible explanations aligned with  
learners’ proficiency levels.  
Additionally, the item “The use of ChatGPT encourages me to think ahead before organising information more  
accurately” (M = 3.23, SD = 0.871) reflects students’ acknowledgement that ChatGPT prompts them to  
evaluate, organise, and refine information before constructing their responses. This finding aligns with Zhang  
and Tur (2024), who emphasise that, when scaffolded appropriately, ChatGPT can serve as a facilitator of  
higher order thinking rather than merely a provider of answers.  
In contrast, two items, the ability of ChatGPT to “capture my attention toward the teacher’s instruction in the  
classroom” (M = 3.09, SD = 0.627) and to “encourage my participation in discussions and group activities” (M  
= 3.08, SD = 0.797), recorded lower mean scores. These results suggest that while ChatGPT enhances  
individual learning, its contribution to collaborative learning and teacher anchored engagement is still limited.  
Ravšelj et al. (2025) similarly observed that students tend to use ChatGPT for task completion on an individual  
basis rather than as a shared cognitive tool during group activities.  
Overall, the findings indicate that students hold positive and moderately high perceptions of ChatGPT,  
especially in terms of comprehension, motivation, creativity, content retention, and rapid mastery of learning  
topics. However, the lower scores related to collaboration and teacher led engagement highlight the need for  
teachers to integrate ChatGPT more intentionally into interactive, discussion based, and group learning tasks.  
Structured guidance and pedagogical design are therefore essential to ensure that ChatGPT enhances, not  
replaces, social and instructional interaction.  
Page 9177  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education  
The Role of ChatGPT in Enhancing Understanding of Malay Language Instructional Content  
This section reports the descriptive analysis of students’ perceptions regarding ChatGPT’s role in enhancing  
their understanding of Malay language content, as presented in Table 2.  
Table 2: Analysis of the Role of ChatGPT in Enhancing Understanding of Malay Language Instructional  
Content  
Standard  
Deviation  
No.  
Item  
Mean  
1
2
ChatGPT helps me understand what is taught by the teacher more clearly.  
3.13  
3.16  
0.780  
ChatGPT makes it easier for me to review and relearn topics in the  
syllabus.  
0.739  
3
I am able to understand a topic more easily when using ChatGPT as a  
reference.  
3.07  
0.759  
4
5
ChatGPT helps me remember what is taught by the teacher.  
3.21  
3.10  
0.825  
0.890  
ChatGPT helps me remember and understand topics in the syllabus more  
deeply.  
6
7
ChatGPT helps me master Malay language learning more effectively.  
3.22  
2.96  
0.878  
0.831  
The use of ChatGPT is an appropriate way to improve understanding in  
Malay language learning.  
8
ChatGPT helps me understand language aspects such as theme, issues,  
values, vocabulary, and sentence structure in Malay language learning.  
3.58  
0.605  
Overall  
25.43  
6.307  
Table 2 presents the perceptions of Form Two students regarding the role of ChatGPT in enhancing their  
understanding of Malay language instructional content. Using a five-point Likert scale (1 = strongly disagree,  
5 = strongly agree), the cumulative mean score of 25.43 (SD = 6.307) reflects a moderately high level of  
agreement, indicating that students generally perceive ChatGPT as supportive in helping them understand,  
review, and remember lesson content.  
The item with the highest mean score, “ChatGPT helps me understand language aspects such as theme, issues,  
values, vocabulary, and sentence structure in Malay language learning” (M = 3.58, SD = 0.605), demonstrates  
that students find ChatGPT particularly helpful for clarifying linguistic elements and literary components. This  
aligns with Li et al. (2025), who found that AI chatbots provide accessible explanations that assist learners in  
decoding text structures, understanding vocabulary, and interpreting complex content.  
Students also expressed positive perceptions of ChatGPT’s ability to support revision and memory retention.  
Items such as “ChatGPT helps me remember what is taught by the teacher” (M = 3.21, SD = 0.825) and  
“ChatGPT helps me master Malay language learning more effectively” (M = 3.22, SD = 0.878) indicate that  
ChatGPT functions as a supplementary scaffold that reinforces classroom learning. This finding corresponds  
with Deng et al. (2024), who reported that ChatGPT can strengthen short term and long-term understanding by  
reducing cognitive load and offering repeated, simplified explanations.  
Conversely, the item “The use of ChatGPT is an appropriate way to improve understanding in Malay language  
learning” recorded the lowest mean score (M = 2.96, SD = 0.831). This suggests that while students  
acknowledge ChatGPT’s usefulness for specific aspects of learning, some remain cautious about perceiving it  
as a primary tool for improving comprehension. Factors contributing to this hesitation may include concerns  
about accuracy, the need for fact checking, and varying levels of AI literacy. Zhang and Tur (2024) highlight  
Page 9178  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education  
similar issues, noting that students often hesitate to fully trust AI generated content without teacher verification  
or adequate critical evaluation skills.  
Overall, the findings show that students recognise ChatGPT as a valuable aid for understanding Malay  
language lesson content, particularly in the areas of vocabulary, thematic analysis, and language structure.  
However, the slightly lower trust in ChatGPT as a main instructional medium underscores the need for teacher  
guidance, structured integration, and explicit instruction on responsible AI use. These insights reinforce  
UNESCO’s (2023, 2025) emphasis on ensuring that AI is incorporated in a way that supports, rather than  
replaces, pedagogical clarity and human mediated learning.  
Effects of ChatGPT on Writing Skills and Language Proficiency  
Students’ perceptions of how ChatGPT shapes their writing and language development are reflected in Table 3.  
Table 3: Analysis of the Effects of ChatGPT Use on Writing Skills and Language Proficiency  
No. Item  
Mean Standard  
Deviation  
1
2
3
4
5
6
7
8
I am able to identify the characteristics of good writing through the use of  
ChatGPT.  
3.31  
3.29  
3.26  
0.862  
0.752  
0.733  
0.790  
0.860  
0.898  
0.825  
0.832  
I am able to restate the main ideas of a text using my own words with the help  
of ChatGPT.  
I am able to state and evaluate the themes and main ideas of a piece of writing  
through the use of ChatGPT.  
I am able to describe and compare language styles and sentence structures with 3.43  
the help of ChatGPT.  
I am able to explain and differentiate the use of vocabulary, grammar, and  
language register with the help of ChatGPT.  
3.30  
3.22  
3.11  
I am able to state and evaluate the lessons and main messages in writing  
through the use of ChatGPT.  
I understand clearly the values, arguments, and examples present in writing  
with the help of ChatGPT.  
I now have better mastery of writing and language proficiency through the use 3.36  
of ChatGPT.  
Table 3 presents Form Two students’ perceptions of the effects of using ChatGPT on their writing skills and  
overall language proficiency. Using a five-point Likert scale (1 = strongly disagree, 5 = strongly agree), the  
cumulative mean score of 26.28 (SD = 6.552) indicates a moderately high level of agreement. This suggests  
that students generally perceive ChatGPT as beneficial in helping them develop various aspects of writing in  
Malay language learning.  
The highest mean score was recorded for the item “I am able to describe and compare language styles and  
sentence structures with the help of ChatGPT” (M = 3.43, SD = 0.790). This finding indicates that ChatGPT  
provides students with clear linguistic models that help them understand stylistic variations and syntactic  
structures. Students appear to benefit from ChatGPT’s ability to demonstrate grammatically correct forms and  
offer comparative examples, which aligns with findings by Ravšelj et al. (2025), who observed that generative  
AI enhances learners’ awareness of language patterns and reduces errors in sentence construction.  
Other items with relatively high mean scores include “I now have better mastery of writing and language  
proficiency through the use of ChatGPT” (M = 3.36, SD = 0.832) and “I am able to identify the characteristics  
of good writing through the use of ChatGPT” (M = 3.31, SD = 0.862). These results show that students  
Page 9179  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education  
recognise ChatGPT as a helpful reference point for structuring ideas, organising paragraphs, and understanding  
what constitutes coherent writing. This corresponds with Deng et al. (2024), who reported improvements in  
clarity and organisation when students utilised ChatGPT as a guided writing tool.  
In contrast, the lowest mean score was recorded for the item “I understand clearly the values, arguments, and  
examples present in writing with the help of ChatGPT” (M = 3.11, SD = 0.825). This indicates that while  
ChatGPT is effective at supporting surface level features of writing, such as structure and vocabulary, it is less  
effective in cultivating deeper comprehension of moral values, argumentative logic, or contextual meaning. As  
Zhang and Tur (2024) emphasise, students require explicit teacher guidance to engage critically with AI  
generated ideas, evaluate coherence, and differentiate between appropriate and inappropriate use of content.  
Overall, the findings suggest that ChatGPT is useful in helping students improve stylistic awareness, sentence  
construction, and the identification of good writing features. However, the lower levels of agreement regarding  
deeper interpretive skills reveal that students may still need teacher led scaffolding to engage in higher order  
thinking and to develop more nuanced understanding of arguments and values in writing. These insights  
indicate that ChatGPT functions effectively as a preliminary writing support tool but should be used alongside  
structured instructional strategies to cultivate critical, reflective, and ethical writing practices.  
DISCUSSION  
The findings of this study provide important insights into the perceptions and learning experiences of Form  
Two students regarding the use of ChatGPT in Malay language instruction. Overall, the results demonstrate  
moderately high positive perceptions across all three constructs measured, indicating that students generally  
view ChatGPT as a supportive and productive learning tool. These findings must, however, be interpreted  
within the limits of a post only descriptive design, where causal effects cannot be claimed. Instead, the  
discussion focuses on interpretive synthesis, theoretical alignment, and the pedagogical implications of  
integrating generative AI in Malaysian secondary classrooms.  
Students’ positive perceptions toward ChatGPT, particularly in terms of motivation, creativity, and conceptual  
understanding, align with the principles of Vygotskian constructivism, which emphasises the role of  
scaffolding in facilitating knowledge construction. ChatGPT appears to function as a form of digital  
scaffolding by providing immediate explanations, linguistic examples, and structured prompts that support  
learning within the students’ zones of proximal development. This is consistent with Deng et al. (2024), who  
reported that generative AI tools reduce learners’ cognitive load by simplifying complex information and  
providing adaptive feedback. In this study, students acknowledged ChatGPT's ability to aid comprehension and  
memory retention, suggesting that such support may play a role in reinforcing cognitive processing during  
Malay language lessons.  
Despite these benefits, the lower mean scores related to collaborative engagement indicate that ChatGPT is  
currently used predominantly as an individualised learning tool rather than one that enhances teacher student or  
peer interactions. This reflects findings by Ravšelj et al. (2025), who observed that students worldwide tend to  
use ChatGPT independently for task completion. The lack of integration into collaborative settings suggests  
that teachers may need to explore structured pedagogical strategies that position ChatGPT as a tool for group  
analysis, peer discussions, debate activities, and shared writing tasks. This also reinforces the importance of  
pedagogical intentionality, where the value of AI integration depends heavily on how the teacher anchors the  
tool within classroom tasks.  
The second research objective further examined the role of ChatGPT in enhancing students’ understanding of  
Malay language instructional content. Students indicated that ChatGPT was effective in supporting  
comprehension of literary elements such as theme, issues, values, vocabulary, and sentence structure. This  
reflects findings by Li et al. (2025), who identified that AI chatbots provide accessible linguistic clarification  
and can serve as supplementary tools for developing textual comprehension. The use of ChatGPT in this  
context resonates with Mayer’s cognitive theory of multimedia learning, whereby the availability of multiple  
representations and repeated exposure enhances retention and conceptual clarity.  
Page 9180  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education  
However, the finding that some students were hesitant to view ChatGPT as an appropriate primary tool for  
understanding highlights concerns about information reliability and ethical use. This mirrors the  
recommendations of UNESCO (2023 and 2025), which emphasise the need for AI literacy and teacher  
mediated regulation to prevent the uncritical acceptance of AI generated content. Students’ caution may also  
reflect their developing critical evaluation skills, a key component of higher order thinking in the KSSM  
curriculum.  
The third research objective investigated the effects of ChatGPT on writing skills and language proficiency.  
Students expressed that ChatGPT helped improve their understanding of stylistic features and sentence  
construction, suggesting that generative AI can provide linguistic models that promote clearer and more varied  
writing. This corresponds with Ravšelj et al. (2025), who found that ChatGPT enhances learners’ syntactic  
awareness and reduces common grammatical errors. Nevertheless, students reported lower levels of agreement  
regarding the development of deeper interpretive abilities, such as analysing values, arguments, and embedded  
messages within texts. This indicates that while ChatGPT supports surface level writing proficiency, it may not  
adequately foster deeper reflective and evaluative skills unless paired with explicit instructional guidance.  
These findings reinforce Mohamad and Hamzah’s (2021) argument that higher order thinking must be  
explicitly taught and cannot be outsourced to digital tools. ChatGPT may therefore serve as a preliminary  
support tool for drafting and structuring ideas, but the development of critical, contextual, and ethical writing  
must remain anchored in teacher instruction, modelling, and guided practice. This highlights the importance of  
professional development for teachers in integrating AI tools with pedagogically sound strategies that cultivate  
both cognitive and interpretive dimensions of literacy.  
Situated within the Malaysian context, particularly in a suburban rural school in Hulu Selangor, the study’s  
findings emphasise the role of infrastructural readiness, digital exposure, and students’ developmental stage in  
shaping AI adoption. The variability in students’ access to devices and differing levels of digital literacy  
observed in descriptive data reflect broader challenges identified by Nurulam Rani et al. (2025). These  
contextual factors reinforce that AI integration must be implemented cautiously, equitably, and in alignment  
with the aspirations of the Malaysia Education Blueprint 2013 to 2025, which calls for both digital  
empowerment and equitable learning opportunities.  
Collectively, the findings suggest that ChatGPT holds strong potential as a supplementary instructional tool in  
Malay language learning. However, its effectiveness depends on sustained teacher facilitation, guided student  
use, and an institutionalised framework of AI literacy and academic ethics. The integration of ChatGPT should  
therefore be viewed not as a standalone intervention but as part of a broader ecosystem of technology enhanced  
pedagogy that prioritises human centred learning, critical reasoning, and ethical engagement with digital tools.  
CONCLUSION  
The present study provides substantive and contextually grounded evidence on the integration of ChatGPT as a  
pedagogical support tool in Malay language instruction among Form Two students in a secondary school in  
Hulu Selangor. Across the three constructs examined, students demonstrated moderately high positive  
perceptions of ChatGPT, indicating that the tool contributed meaningfully to their comprehension of  
instructional content, retention of information, and confidence in managing writing tasks. These findings  
affirm the potential of generative AI to serve as a form of digital scaffolding that offers immediate  
explanations, reinforces conceptual clarity, and models accurate linguistic structures in ways that support  
adolescent learners, particularly those still consolidating foundational language skills.  
At the same time, the study reveals that this potential is neither automatic nor uniformly experienced. Students’  
more cautious responses concerning the suitability of ChatGPT as a primary instructional tool and their lower  
confidence in using it to analyse deeper linguistic values, arguments, and messages reflect clear boundaries in  
what generative AI can realistically achieve in the absence of teacher mediation. These insights echo  
theoretical perspectives in constructivism and cognitive learning theory, which emphasise that meaningful  
learning emerges not from tools alone but from the quality of instructional design, guided practice, and human  
facilitation. The findings therefore underscore the indispensable role of teachers in shaping how AI is used,  
Page 9181  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education  
prompting students to question, compare, and evaluate information rather than relying on AI outputs  
uncritically.  
Within the broader Malaysian educational landscape, which continues to face disparities in digital access,  
varied levels of teacher readiness, and the absence of formalised school policies on AI usage, this study  
highlights the urgent need for strategic, ethical, and structured integration. Although the students in this Hulu  
Selangor school generally had access to devices and connectivity, the variation in digital exposure and  
competencies illustrates the importance of equitable infrastructure and systematic AI literacy development.  
These are essential conditions if generative AI is to be meaningfully embedded in alignment with the  
aspirations of the Malaysia Education Blueprint 2013–2025, particularly in cultivating critical, creative, and  
responsible users of technology.  
Given the post only descriptive design of this study, causal claims cannot be made. Nevertheless, the value of  
the findings lies in offering an empirically grounded, classroom-based understanding of how early adolescents  
interact with ChatGPT in an authentic KSSM environment, an area that remains significantly underrepresented  
in the literature. The study contributes new insights into how generative AI can support conceptual  
understanding, scaffold writing development, and reduce cognitive load, while simultaneously revealing areas  
that require caution, such as overreliance, limited critical evaluation, and the need for ethical guidance.  
In sum, this study strengthens the argument that ChatGPT should be positioned not as a replacement for  
traditional pedagogy but as a complementary tool within a holistic ecosystem of human centred, ethically  
grounded, and pedagogically intentional AI enhanced learning. When supported by well-designed tasks,  
continuous teacher facilitation, explicit AI literacy training, and robust school level guidelines, generative AI  
has the potential to elevate the teaching and learning of Malay language in ways that are both innovative and  
educationally meaningful. As Malaysian schools move toward deeper digital integration, the responsible and  
strategic adoption of tools such as ChatGPT will be crucial in ensuring that technology enriches learning  
experiences while safeguarding the integrity, critical reasoning, and holistic development of our students.  
REFERENCES  
1. Ahmad, R., & Jamaludin, N. (2023). Integration of AI technology in language learning. PENDETA:  
Journal of Malay Language, Education and Literature, 14(2), 55–72.  
2. Albadarin, Y., Saqr, M., Pope, N., & Tukiainen, M. (2024). A systematic literature review of empirical  
research on ChatGPT in education. Discover Education, 3, Article 60. https://doi.org/10.1007/s44217-  
024-00138-2  
3. Chen, Z., Wei, W., & Zou, D. (2025). Generative AI technology and language learning. Interactive  
Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2025.XXXXX  
4. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.  
https://doi.org/10.4324/9781315456539  
5. Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods  
approaches (6th ed.). Sage.  
6. Deng, R., Jiang, M., Yu, X., Lu, Y., & Liu, S. (2024). Does ChatGPT enhance student learning? A  
systematic review and meta-analysis of experimental studies. Computers & Education, 227, Article  
105224. https://doi.org/10.1016/j.compedu.2024.105224  
7. Deng, X., Li, Y., & Chen, Z. (2024). Effects of generative AI on student learning performance: A meta-  
analysis. Computers & Education, 205, 104912. https://doi.org/10.1016/j.compedu.2024.104912  
8. Farhana, S., & Zulkifli, H. (2022). Digital literacy of Malay language teachers in the context of twenty  
first century education. PENDETA, 13(1), 33–48.  
9. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2022). Multivariate data analysis (9th ed.).  
Cengage.  
10. Li, H., Zhang, W., & Sun, Y. (2025). ChatGPT in second language education: Opportunities and  
challenges. Language Learning & Technology, 29(1), 1–22. https://doi.org/10.10125/lt.29901  
11. Li, Y., et al. (2025). Design language learning with AI chatbots: A systematic review. Smart Learning  
Environments, 12, 1–23. https://doi.org/10.1186/s40561-025-XXXX-X  
Page 9182  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education  
12. Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.  
https://doi.org/10.1017/9781009020475  
13. Mohamad, S., & Hamzah, A. (2021). Higher order thinking skills in the teaching of Malay language.  
PENDETA, 12(2), 77–95.  
14. Mudreh, A., & Jamaludin, M. (2025). The use of ChatGPT among Polytechnic students: A preliminary  
study. Jurnal Pendidikan Teknikal Malaysia, 17(1), 45–59.  
15. Noorul Aliya, A. B., Suriani, A. B., Wong, K. T., Azzam, A. B., & Adli, M. (2024). Integration of  
artificial intelligence based applications in digital learning of Quantum Physics. Jurnal Pendidikan Sains  
Matematik Malaysia, 14(2), 55–68. Universiti Pendidikan Sultan Idris.  
16. Nurulam Rani, A., Mohamad, S., Hashim, H., & Zulkifli, N. (2025). Readiness of Malay language  
teachers toward the use of AI in teaching and learning. Jurnal Pendidikan Bahasa Melayu, 15(1), 21–37.  
Universiti Kebangsaan Malaysia.  
17. Ravšelj, D., Dolenc, K., & Prah, P. (2025). Exploring student perceptions of ChatGPT in education: A  
large  
scale  
survey.  
Education  
and  
Information  
Technologies,  
30(2),  
345–368.  
https://doi.org/10.1007/s10639-024-12345-6  
18. Ravšelj, D., Keržič, D., Tomaževič, N., Umek, L., Brezovar, N., Iahad, N. A., … Aristovnik, A. (2025).  
Higher education students’ perceptions of ChatGPT: A global study of early reactions. PLOS ONE,  
20(2), e0315011. https://doi.org/10.1371/journal.pone.0315011  
19. UNESCO (Miao, F., & Holmes, W.). (2023, updated 2025). Guidance for generative AI in education and  
research. Paris: UNESCO. https://www.unesco.org/en/articles/guidance-generative-ai-education-and-  
research  
20. UNESCO. (2023). Guidance for generative AI in education and research. UNESCO Publishing.  
https://unesdoc.unesco.org/ark:/48223/pf0000386523  
21. UNESCO. (2025). AI competency framework for students and teachers. UNESCO Publishing.  
https://unesdoc.unesco.org/ark:/48223/pf0000389021  
22. Wang, J., Zhao, Y., Zhang, M., & Xu, H. (2025). The effect of ChatGPT on students’ learning  
performance: A meta-analysis. Humanities and Social Sciences Communications, 12, Article 111.  
https://doi.org/10.1038/s41599-025-04787-y  
23. Wang, Q., Lee, J., & Park, H. (2025). Generative AI in education: A systematic review of design,  
practice, and ethics. British Journal of Educational Technology, 56(1), 112–130.  
https://doi.org/10.1111/bjet.13456  
24. Zhang, P., & Tur, G. (2024). A systematic review of ChatGPT use in K–12 education. European Journal  
of Education. Advance online publication. https://doi.org/10.1111/ejed.12599  
25. Zhang, Y., & Tur, G. (2024). Ethical and pedagogical considerations in integrating ChatGPT in K–12  
education. Computers in Human Behavior, 152, 107315. https://doi.org/10.1016/j.chb.2024.107315  
Page 9183  
www.rsisinternational.org