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Educational technology innovations leveraging large language models (LLMs) have shown the potential to automate the laborious process of generating and analysing textual content. While various innovations have been developed to automate a range of educational tasks (eg, question generation, feedback provision, and essay grading), there are concerns regarding the practicality and ethicality of these innovations. Such concerns may hinder future research and the adoption of LLMs‐based innovations in authentic educational contexts. To address this, we conducted a systematic scoping review of 118 peer‐reviewed papers published since 2017 to pinpoint the current state of research on using LLMs to automate and support educational tasks. The findings revealed 53 use cases for LLMs in automating education tasks, categorised into nine main categories: profiling/labelling, detection, grading, teaching support, prediction, knowledge representation, feedback, content generation, and recommendation. Additionally, we also identified several practical and ethical challenges, including low technological readiness, lack of replicability and transparency and insufficient privacy and beneficence considerations. The findings were summarised into three recommendations for future studies, including updating existing innovations with state‐of‐the‐art models (eg, GPT‐3/4), embracing the initiative of open‐sourcing models/systems, and adopting a human‐centred approach throughout the developmental process. As the intersection of AI and education is continuously evolving, the findings of this study can serve as an essential reference point for researchers, allowing them to leverage the strengths, learn from the limitations, and uncover potential research opportunities enabled by ChatGPT and other generative AI models. Practitioner notesWhat is currently known about this topic Generating and analysing text‐based content are time‐consuming and laborious tasks.Large language models are capable of efficiently analysing an unprecedented amount of textual content and completing complex natural language processing and generation tasks.Large language models have been increasingly used to develop educational technologies that aim to automate the generation and analysis of textual content, such as automated question generation and essay scoring.What this paper adds A comprehensive list of different educational tasks that could potentially benefit from LLMs‐based innovations through automation.A structured assessment of the practicality and ethicality of existing LLMs‐based innovations from seven important aspects using established frameworks.Three recommendations that could potentially support future studies to develop LLMs‐based innovations that are practical and ethical to implement in authentic educational contexts.Implications for practice and/or policy Updating existing innovations with state‐of‐the‐art models may further reduce the amount of manual effort required for adapting existing models to different educational tasks.The reporting standards of empirical research that aims to develop educational technologies using large language models need to be improved.Adopting a human‐centred approach throughout the developmental process could contribute to resolving the practical and ethical challenges of large language models in education. [ABSTRACT FROM AUTHOR]

This paper aims to explore the possibility of employing large language models (LLMs) – a type of artificial intelligence (AI) – in clinical pharmacology, with a focus on its possible misuse in bioweapon development. Additionally, ethical considerations, legislation and potential risk reduction measures are analysed. The existing literature is reviewed to investigate the potential misuse of AI and LLMs in bioweapon creation. The search includes articles from PubMed, Scopus and Web of Science Core Collection that were identified using a specific protocol. To explore the regulatory landscape, the OECD.ai platform was used. The review highlights the dual‐use vulnerability of AI and LLMs, with a focus on bioweapon development. Subsequently, a case study is used to illustrate the potential of AI manipulation resulting in harmful substance synthesis. Existing regulations inadequately address the ethical concerns tied to AI and LLMs. Mitigation measures are proposed, including technical solutions (explainable AI), establishing ethical guidelines through collaborative efforts, and implementing policy changes to create a comprehensive regulatory framework. The integration of AI and LLMs into clinical pharmacology presents invaluable opportunities, while also introducing significant ethical and safety considerations. Addressing the dual‐use nature of AI requires robust regulations, as well as adopting a strategic approach grounded in technical solutions and ethical values following the principles of transparency, accountability and safety. Additionally, AI's potential role in developing countermeasures against novel hazardous substances is underscored. By adopting a proactive approach, the potential benefits of AI and LLMs can be fully harnessed while minimizing the associated risks. [ABSTRACT FROM AUTHOR]

Concerns about runaway artificial intelligence (AI) – including large language models (LLMs) like ChatGPT – are at the forefront of contemporary political, social, and scientific discourse. This commentary provides a first look at ChatGPT's capabilities and limitations in supporting geographic research, critical thinking, learning, and curriculum development. We assessed ChatGPT's geographic knowledge, synthesising abilities, and potential for extrapolation. ChatGPT was employed for writing assistance, research evaluation, curriculum material creation, and content generation. Despite achieving scores of 47% to 55% on an actual exam paper, ChatGPT exhibited shortcomings including the generation of false references. Ethical concerns regarding academic misconduct, model bias, robustness, and toxic output were also identified. We assert that AI and LLMs like ChatGPT have transformative potential in Geography education and knowledge production but demand critical usage. Accordingly, we urge geographers to enhance AI literacy to enable responsible and effective use of these assistive technologies in our academic practice. This commentary provides a first look at ChatGPT's capabilities and limitations in supporting geographic research, critical thinking, learning, and curriculum development. We assessed ChatGPT's geographic knowledge, synthesising abilities, and potential for extrapolation as well as its use as a supportive technology for writing assistance, research evaluation, curriculum material creation, and content generation. We close by urging geographers to enhance AI literacy to enable responsible and effective use of these assistive technologies in our academic practice. [ABSTRACT FROM AUTHOR]

Large language models (LLMs) have substantially pushed artificial intelligence (AI) research and applications in the last few years. They are currently able to achieve high effectiveness in different natural language processing (NLP) tasks, such as machine translation, named entity recognition, text classification, question answering, or text summarization. Recently, significant attention has been drawn to OpenAI's GPT models' capabilities and extremely accessible interface. LLMs are nowadays routinely used and studied for downstream tasks and specific applications with great success, pushing forward the state of the art in almost all of them. However, they also exhibit impressive inference capabilities when used off the shelf without further training. In this paper, we aim to study the behavior of pre‐trained language models (PLMs) in some inference tasks they were not initially trained for. Therefore, we focus our attention on very recent research works related to the inference capabilities of PLMs in some selected tasks such as factual probing and common‐sense reasoning. We highlight relevant achievements made by these models, as well as some of their current limitations that open opportunities for further research. This article is categorized under:Fundamental Concepts of Data and Knowledge > Key Design Issues in Data MiningTechnologies > Artificial Intelligence [ABSTRACT FROM AUTHOR]