GPT-5: a teacher’s tool or its replacement?

Abstract

Importance. Technological solutions based on artificial intelligence (AI) are dynamically integrated into various fields of education. At the same time, the ability of artificial intelligence to hallucinate and limited functionality do not allow solving a full range of methodological, educational and research tasks based on most artificial intelligence tools. In August 2025, GPT-5 was released, the flagship family of multimodal large language models from OpenAI, which, according to manufacturers, are significantly superior to all previous versions. The purpose of this research is to examine the large GPT-5 language model’s potential and compare the ability to solve a number of methodological, educational and research tasks of GPT-5 and GPT-4. Materials and Methods. The research is conducted on the basis of the following methods: analysis of scientific literature on the use of artificial intelligence in teaching specialized disciplines and empirical research. The materials for study and analysis are scientific articles from journals included in the MNS Scopus and Web of Science, as well as the list of the Higher Attestation Commission of the Russian Federation – K1, K2. An empirical study aimed at comparing the abilities of GPT-4 and GPT-5 in solving a number of methodological, educational and research tasks is conducted on the basis of the Tambov The Scientific Center of the Russian Academy of Education, Derzhavin Tambov State. The study focused on comparing GPT-4 and GPT-5 in solving the following tasks: a) developing a lesson plan; b) verifying students’ written creative work; c) developing a research plan. These tasks are identified as particularly important in the professional activity of an English teacher. Results and Discussion. The work confirms the advantage of GPT-5 over GPT-4 in solving such methodological, educational and research tasks as: a) developing a lesson plan; b) checking students’ written creative works; c) developing a research plan. The feedback from GPT-5 is distinguished by its accuracy and completeness of content. At the same time, at the present stage, GPT-5 is not able to completely replace the teacher, but is a multifunctional tool that significantly optimizes the teacher’s preparation for classes and the organization of some teaching methods. Conclusion. The novelty of the study is to explore the potential of GPT-5 in solving several methodological, educational and research tasks. Currently, it is legitimate to talk about using GPT-5 as a multifunctional teaching assistant. The study’s promise lies in a more detailed study of GPT-5’s abilities in methodological, educational, and research work.

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