Impact of ChatGPT on Academic Engagement and Personalized Learning among Postgraduate Students ˗ A Literature Review

Abstract

As the education technology space continues to evolve, ChatGPT and other AI models are transforming the manner in which students interact with content, self-growing the mode. This paper provides an in-depth relationship between SDL which is also an ache of freedom and autonomy and the use of ChatGPT by postgraduate students. In an age where students are becoming more dependent on AI tools, there are questions that come up as to how different these tools will impact levels of autonomy, motivation and satisfaction from learning. All of these factors combine to form successful specific learning design for various focus points, in this case Higher education and ChatGPT’s role in them. This article gives an account of the relationship between SDL and ‘emerging’ factors bringing in new paradigms to the existence of SDL & ‘How’ possible are those paradigms, assisted by recent debates young generations use ChatGPT to elevate academic performance. Furthermore, there are evident advantages observed where students are now able to receive timely help in more flexible ways there is still a grip of obstacles accompanied with academic integrity, an over-dependence on AI tools to solve complex scenarios and the limitations in both social and geographical factors which can restrict some users to have access in basic social constructs. This study further elucidates. As higher education institutions embrace AI, recognizing its subtle function in promoting SDL will be critical for creating supportive, inclusive, and effective learning environments. This study seeks to provide educators, policymakers, and academics with a comprehensive understanding of ChatGPT's role in supporting SDL, allowing them to make more educated decisions about AI integration in higher education.

Key Words: ChatGPT, Academic Engagement, Personalized Learning