BROKENSHA, S.; BROOKS, M. Understanding academic literacy facilitators’ perceptions of ChatGPT through framing theory. South African Journal of Higher Education, [S. l.], v. 39, n. 5, p. 75–94, 2025. DOI: 10.20853/39-5-6327. Disponível em: https://www.journals.ac.za/sajhe/article/view/6327. Acesso em: 20 oct. 2025.