Date
Publisher
arXiv
This study investigates how U.S. news media framed the use of ChatGPT in
higher education from November 2022 to October 2024. Employing Framing Theory
and combining temporal and sentiment analysis of 198 news articles, we trace
the evolving narratives surrounding generative AI. We found that the media
discourse largely centered on institutional responses; policy changes and
teaching practices showed the most consistent presence and positive sentiment
over time. Conversely, coverage of topics such as human-centered learning, the
job market, and skill development appeared more sporadically, with initially
uncertain portrayals gradually shifting toward cautious optimism. Importantly,
media sentiment toward ChatGPT's role in college admissions remained
predominantly negative. Our findings suggest that media narratives prioritize
institutional responses to generative AI over long-term, broader ethical,
social, and labor-related implications, shaping an emerging sociotechnical
imaginary that frames generative AI in education primarily through the lens of
adaptation and innovation.
What is the application?
Who is the user?
Who age?
Why use AI?
Study design
