Development of a ChatGPT Integration Framework in the Informatics Curriculum to Support AI-Augmented Learning in Secondary Education

Abstract

This study aims to develop a conceptual framework for integrating ChatGPT into the informatics curriculum to support AI-augmented learning in secondary education. Although ChatGPT offers significant potential, its use in classrooms is often unstructured and not fully aligned with curriculum goals. This study adopts a conceptual research approach based on a systematic review of literature published between 2019 and 2025. Relevant sources, including journal articles and conference proceedings, were analyzed using content analysis to identify key themes and patterns. These findings were then synthesized to construct a coherent framework grounded in both technological and pedagogical perspectives. The results show that the proposed framework consists of five interconnected components: input, process, AI role, learning strategies, and output. Within this framework, ChatGPT serves as a tutor, assistant, and evaluator, supporting more interactive and student-centered learning experiences. The integration of ChatGPT also contributes to the development of higher-order thinking skills, computational thinking, and learner autonomy. Overall, this study offers a practical and structured guideline for educators to integrate ChatGPT into informatics learning while maintaining alignment with educational objectives and pedagogical principles.