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Thu-Phuong Hoang, FPT University, VietnamAbstract
Since its launch, ChatGPT has prompted an extensive debate among scholars and educators regarding its benefits and impediments to the development of students’ soft skills. Aiming to provide a comprehensive overview of this dynamic, this study performed a dual approach, combining bibliometric and content analysis. A total of 136 peer-reviewed articles from Web of Science and Google Scholar published between 2022 and April 2025 were analyzed. The bibliometric analysis revealed a rapid growth in this field, with significant research originating from China, Taiwan, Saudi Arabia, and the United States. Content analysis of 102 empirical studies then delved into research subjects, methods, and key themes. A significant gap in research on K-12 students was discovered, as the majority of studies targeted higher education stakeholders. Moreover, while there was a focus on the impacts of ChatGPT on students’ academic communication abilities and high-order thinking skills, the review identified a growing recognition of digital literacy as an essential soft skill in the age of AI. The paper concludes by offering extensive implications and pedagogical strategies, derived from the empirical studies, to guide the integration of ChatGPT in educational settings for the growth of soft skills. This study is among the first to combine bibliometric and content analyses in this research landscape.
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Conference: ACE2025Stream: Design
This paper is part of the ACE2025 Conference Proceedings (View)
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To cite this article:
Hoang T. (2026) Discussing ChatGPT in the Landscape of Students’ Soft Skill Fostering: A Bibliometric Content Analysis ISSN: 2186-5892 – The Asian Conference on Education 2025: Official Conference Proceedings (pp. 115-136) https://doi.org/10.22492/issn.2186-5892.2026.11
To link to this article: https://doi.org/10.22492/issn.2186-5892.2026.11
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