i-manager Publications

ChatGPT as an Empowering Catalyst: Unveiling the Impact on Political Awareness and Civic Education

Jatin Garg*, Kashish Garg**

* Dr. Rammanohar Lohia Avadh University, Ayodhya, Uttar Pradesh, India.

** Mahatma Gandhi Kashi Vidyapith, Varanasi, Uttar Pradesh, India.

Periodicity:October - December'2023
DOI : https://doi.org/10.26634/jsch.19.2.20149

Abstract

This study explores the role of education in a democracy in order to create informed people, advance democratic values, and enable active participation in the political process. It provides a comprehensive overview of the Indian political landscape, highlighting the political framework, important parties, hot button issues, and challenges to Indian democracy. The work looks into the potential of using ChatGPT, an interactive learning platform, to engage students in talks about Indian politics and foster a better understanding of political ideas, institutions, and procedures. Additionally, it examines potential biases, fact-checking techniques, and the responsibility of AI models to spread accurate political data while examining the accuracy and quality of the political information generated by ChatGPT. The study also looks at ChatGPT's potential to improve civic education by teaching students about their civic duties, democratic principles, political freedoms, and the significance of citizen participation in Indian politics. The research intends to showcase ChatGPT's revolutionary potential as a catalyst for building informed citizenship, critical thinking, and political dialogue in the Indian democracy by fusing these characteristics together.

Keywords

ChatGPT, Indian Politics, Civic Education, Information Bias, Critical Thinking.

How to Cite this Article?

Garg, J., and Garg, K. (2023). ChatGPT as an Empowering Catalyst: Unveiling the Impact on Political Awareness and Civic Education. i-manager’s Journal on School Educational Technology, 19(2), 1-9. https://doi.org/10.26634/jsch.19.2.20149

References

[1]. Ain, Q. T., Ali, M., Riaz, A., Noureen, A., Kamran, M., Hayat, B., & Rehman, A. (2017). Sentiment analysis using deep learning techniques: A review. International Journal of Advanced Computer Science and Applications, 8(6), 424-433.

[2]. Banaji, S. (2008). The trouble with civic: A snapshot of young people's civic and political engagements in twenty-first-century democracies. Journal of Youth Studies, 11(5), 543-560.

[3]. Bimber, B. (1998). The Internet and political transformation: Populism, community, and accelerated pluralism. Polity, 31(1), 133-160.

[4]. Bishop, L. (2023). A computer wrote this paper: What chatgpt means for education, research, and writing. Research, and Writing (pp. 1-17).

[5]. Biswas, S. (2023). Role of Chat GPT in Education. University of Tennessee, Memphis - Health Science Center (pp. 1-9).

[6]. Biswas, S. S. (2023). Role of Chat GPT in public health. Annals of Biomedical Engineering, 51(5), 868-869.

[7]. Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., & Jandrić, P. (2023). Speculative futures on ChatGPT and generative artificial intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1), 53-130.

[8]. Carpini, M. X. D. (2000). Gen. com: Youth, civic engagement, and the new information environment. Political Communication, 17(4), 341-349.

[9]. Castro, A. J., & Knowles, R. T. (2017). Democratic citizenship education: Research across multiple landscapes and contexts. The Wiley Handbook of Social Studies Research, 287-318.

[10]. Davis, R. (1999). The Web of Politics: The Internet's Impact on the American Political System. Oxford University Press, New York.

[11]. Galston, W. A. (2000). Does the Internet strengthen community? National Civic Review, 89(3), 193-193.

[12]. Hill, K. A., & Hughes, J. E. (1998). Cyberpolitics: Citizen Activism in the age of the Internet. Rowman & Littlefield Publishers, Inc.

[13]. Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274.

[14]. King, M. R. (2023). A conversation on artificial intelligence, chatbots, and plagiarism in higher education. Cellular and Molecular Bioengineering, 16(1), 1-2.

[15]. Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 410.

[16]. Mody, B. (2015). How well do India's Multiple Language Dailies Provide Political Knowledge to Citizens of this Electoral Democracy?. Journalism Studies, 16(5), 734-749.

[17]. Rozado, D. (2023). The political biases of chatgpt. Social Sciences, 12(3), 148.

[18]. Stutz, P., Elixhauser, M., Grubinger-Preiner, J., Linner, V., Reibersdor fer-Adelsberger, E., Traun, C., & Zuberbühler, T. (2023). Ch (e) atgpt? an anecdotal approach on the impact of chatgpt on teaching and learning GIScience. EdArXiv Submission (pp. 1-8).

[19]. Ventayen, R. J. M. (2023). OpenAI ChatGPT generated results: Similarity index of artificial intelligencebased contents. Advances in Intelligent Systems and Computing (pp. 1-6).

[20]. Zhai, X. (2022). ChatGPT user experience: Implications for education. AI4STEM Education Center (pp. 1-18).

If you have access to this article please login to view the article or kindly login to purchase the article

Single Article

	North Americas,UK, Middle East,Europe		India	Rest of world
	USD	EUR	INR	USD-ROW
Online	15	15

ADD TO CART

Options for accessing this content:

If you would like institutional access to this content, please recommend the title to your librarian.
If you already have i-manager's user account: Login above and proceed to purchase the article.
New Users: Please register, then proceed to purchase the article.