Recent advancements in Artificial Intelligence (AI) technologies have sparked discussions within higher education(Kramm & McKenna, 2023; Peters et al., 2023; Popenici, 2023). Among these tools, ChatGPT stands out for its capacity to generate text, provide personalized recommendations, and potentially improve student learning outcomes. However, concerns have been raised about the impact of such AI tools on higher education teaching and academic integrity(Blackie, 2024; Rawas, 2023). This study aims to explore the intersection of artificial intelligence and education, with a specific focus on ChatGPT and its potential applications in higher education. More specifically, this paper seeks to investigate the possibilities of integrating ChatGPT into higher education courses with the goal of enhancing academic literacy and improving students' learning experiences. The study addresses two key objectives: (i) the integration of artificial intelligence tools, particularly ChatGPT, into higher education courses, and (ii) understanding the perceptions of students and their engagement with ChatGPT within the context of their academic activities.

Drawing inspiration from situated/sociocultural perspectives in learning and Gee's (2008) concept of a "mediating device," we explore how learners’ understanding and capabilities are transformed when engaging with ChatGPT. As Gee(2008) suggests, what learners can understand and accomplish with a mediating device differs significantly from what they can do without it. When individuals engage with mediating devices, knowledge becomes distributed—some is manifested in their minds, some in their coordination with tools, and some in the tools themselves. This perspective informs our exploration of the impact of ChatGPT as a mediating device in enhancing students' learning experiences and academic literacy. 

The study utilises a case study design, chosen for its suitability in exploring real-life activities within a specific context. The context, in this instance, was a pedagogy course on the philosophy of education at a Swedish higher education institution. The participants consisted of 8 first-year bachelor's students who were followed throughout the entire duration of the course, spanning one month. For the data analysis, a qualitative approach was employed for the examination of interview transcripts, writing assessments, and observational notes. The material combined students’ reflections and writing assessments with observational data from the course, offering a comprehensive understanding of ChatGPT's impact on students' experiences and academic outcomes. Coding and thematic analysis were applied to identify patterns and themes in the collected data. To uphold ethical standards, participant confidentiality was ensured, and voluntary participation was emphasised, with informed consent obtained from all participants before the study initiation.

The preliminary findings highlight that the use of ChatGPT, when applied in a structured and informed manner, can positively influence both students' academic literacy and their overall engagement. Simultaneously, the findings underscore the significance of social aspects within courses, such as lectures and group work, in shaping the learning processes. The interplay between the integration of ChatGPT and the social dynamics of traditional teaching methods is crucial in understanding the possibilities of AI on students’ learning experiences.

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