Role of ChatGPT in Enhancing Safety Science Higher Education: Assessing the 4Ps of Pragmatism

Abstract

The use of Generative Artificial Intelligence (GenAI) in the realm of scholarship of learning and teaching is considered a technological innovation for early higher educational adopters. However, whilst many benefits for its implementation in higher education have been proposed, the early stage of its adoption and integration into assessment design allows for a deep exploration into its value from the student perspective, a focus of this paper. Students from a leading North American University enrolled in Safety Science courses were surveyed to ascertain their views on the use of OpenAI’s ChatGPT in their course assessments. Student responses were analysed in accordance with the 4Ps of Pragmatism (Practical, Pluralistic, Participatory and Provisional), a teaching philosophy adopted in the Safety Sciences. Results revealed that ChatGPT met the 4Ps of Pragmatism, suggesting its suitability for developing mastery and competencies in the fields of Occupational Safety and Health. Students were positive (p-value <.0001) toward the use of ChatGPT in their educational journey and as it contributed to enhancing their professional practice through stimulated thinking, problem solving and development of mastery and competencies. The integration of AI technology enhanced provisional learning whereby knowledge is advanced Through practical application, exploration, and iterative refinement.

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