Recrafting Financial Learning with ChatGPT: A Co-Constructivist Model of Knowledge

The rapid expansion of ChatGPT in higher education and the increasing adoption of generative AI in the financial industry raise important pedagogical questions for finance education. While existing studies often examine the outcomes, risks, or technical affordances of AI-supported learning, less attention has been given to how ChatGPT may reshape the process through which students construct, apply, and evaluate financial knowledge. This conceptual paper develops a co-constructivist model of ChatGPT-induced financial education. The paper adopts a conceptual research design and deductive construct-mapping approach, using the epistemic categories of episteme (theoretical knowledge), techne (practical application), and epitaktike (directing or commanding knowledge). Through this framework, ChatGPT is conceptualized as a Socratic and dialogical platform that can mediate between financial theory, applied reasoning, and responsible judgement. The paper also proposes a co-constructivist grading rubric that pedagogically operationalizes these epistemic dimensions into observable learning behaviours. This article aims at laying down the conceptual foundations of a co-constructivist ChatGPT-supported student-centred, and ethically guided financial learning environment.