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The article discusses the theoretical and practical aspects of ChatGPT as a teaching technology in higher education institutions for students of the first (Bachelor’s) level of higher education. A brief theoretical review of relevant English- and Ukrainian-language scientific works on the studied problem has been made. The productive experience of foreign researchers in using large language models based on artificial intelligence such as ChatGPT in working with students has been briefly characterized, with an emphasis on their conclusions and recommendations on possible strategies and methods of working with chatbots. A systematic analysis of the most acute problems related to the possibility of open access of students to such technologies has been presented. The expediency of using a chatbot in the practice of teaching students has been reasonably demonstrated. The results of an empirical study conducted with the help of Google Forms software in the target audience of students of Borys Grinchenko Kyiv University have been highlighted. The study was aimed at identifying the opinion of the subjects of the educational process regarding the features and key principles of ChatGPT, and the expediency of using chatbots and artificial intelligence in the educational process. Examples of educational tasks based on ChatGPT have been presented. They have been selected considering students’ feedback on the feasibility of using such technology in the educational process. The necessity of further study of the readiness of respondents of other target groups to work with ChatGPT and identification of positive and negative correlations have been outlined.
І. Leontieva (Sun,) studied this question.