Transforming Education with GenAI: Case Study on ChatGPT, Midjourney, and Policy Changes

Aldo Hermaya  Aditiya; Hamdan Hamdan; Souza Nurafrianto  Windiartono Putra; Sondang Visiana; Rahul  Thakkar

Authors

Aldo Hermaya Aditiya University of Catur Insan Cendekia, Author https://orcid.org/0000-0002-9430-7788
Hamdan Hamdan Serang Raya University Author https://orcid.org/0000-0003-1169-3108
Souza Nurafrianto Windiartono Putra university at des Saarlandes Author
Sondang Visiana University of Raharja, Author https://orcid.org/0009-0008-4042-5798
Rahul Thakkar Victorian Institute of Technology (VIT) Author https://orcid.org/0009-0004-8223-9150

Keywords:

Market Trend Analysis, Data-Driven Decision Making, Artificial Intelligence, Business Competitiveness

Abstract

Generative Artificial Intelligence (GenAI) tools have become increasingly accessible and have impacted school education in many ways. However, most of the conversations happen in college. In schools, teachers’ views are crucial to understanding innovative technologies. Therefore, this qualitative research aims to investigate how GenAI is changing our school education from the perspective of teachers and school leaders. This research uses four domains– learning, teaching, assessment, and administration – as an initial framework suggested in systematic literature studies on AI in education. The participants were 88 school teachers and leaders with diverse backgrounds. They filled out surveys and joined focus groups to share how ChatGPT and Midjounery are
impacting GenAI on school education. Thematic analysis identified four main themes and 12 subthemes. The findings provide three practice suggestions: a know-it-all attitude, new prerequisite knowledge, interdisciplinary teaching, and three policy implications: new assessments, AI education, and professional standards. They also suggest six future research directions for GenAI in education.

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