Exploring the Utility of ChatGPT in Psychology: Applications in Domains of Education, Research, and Practice

The applications of ChatGPT in psychology show its promising potential in education, practice and research when the AI opportunities are discussed and concerns are addressed. This systematic review aims to examine the benefits and limitations in utility of ChatGPT in psychology, based on analysis of recent relevant literature in accordance with the PRISMA guidelines. Analyzed studies allowed for the following findings and conclusions: In psychological education ChatGPT has demonstrated impact by facilitating learning, creating interactive learning environments, supporting assignments, providing support for students in managing their emotional and mental health issues, sharing immediate feedback, and reducing the workload of educators. In the research field ChatGPT was effective in generating hypotheses, collecting and analyzing data, identifying relevant literature, and enhancing knowledge. In psychological practice the ChatGPT demonstrated its impact in increasing awareness of various psychological problems, delivering the opportunity to receive personalized experience and generating treatment strategies. However, we should be aware of the ethical concerns, potential misuse of ChatGPT, the accuracy of generated information, occasional inaccuracies in references, lack of contextual comprehension and low emotional sensitivity in ChatGPT generated responses. Moreover, to enhance ChatGPT practical capabilities it is important to address potential risks, prevent over-reliance on ChatGPT, develop clear educational strategies, ethical guidelines and policies. In summary, the review highlights the potential of ChatGPT in the psychological field, while emphasizing the need for further research on its efficacy, ethical use, and long-term impact in the field. Despite its limitations, ChatGPT holds substantial promise for advancing research efficiency, providing personalized significant support for students, educators, researchers, practitioners and patients.