GenAI, ChatGPT and Critical Thinking in Swedish as a School Subject in Upper Secondary School
DOI:
https://doi.org/10.21344/iartem.v16i1.1061Keywords:
AI, ChatGPT, Teachers, Upper secondary school, Swedish as a school subjectAbstract
Digital learning resources and generative artificial intelligence (GenAI) have, during recent years, been increasingly discussed in the Swedish school context. The aim of this study, therefore, is to investigate how GenAI and chatbots influence teachers working in upper secondary schools. In the study, which was conducted during 2023, teachers of Swedish (mother tongue) were interviewed. The material was analysed using thematic content analysis and teacher agency theories. The study shows that chatbots affect the teachers’ work and agency considerably. Almost all teachers highlight the work they have to do to prevent cheating, but several teachers also highlight the opportunities of chatbots as study buddies. Moreover, the teachers stress the importance of oral assessments, critical thinking, and AI-literacy, which tend to affect subject conceptions.
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Copyright (c) 2025 Caroline Graeske
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