The aim of this study is to contribute to the existing but limited research on the use of ChatGPT within educational contexts. Furthermore the study investigates how ChatGPT can be used in schools, focusing mainly on the Swedish upper secondary school. This paper also examines how the usage of ChatGPT affects learning and education, with regards to replicative, applicative, associative and interpretative learning. In a broader aspect, this study also discusses what learning and knowledge means within a new world of AI, chatbots and education that have become highly digitalized. This paper categorizes previous research to collect and identify where ChatGPT is used. In addition to categorizing contemporary research, this study also analyzes four questions assigned to ChatGPT from the above mentioned criterias. The questions chosen were based on the curriculum by Skolverket for Samhällskunskap 1b, 2 and 3. In order to evaluate the reliability of the answers produced by ChatGPT, other research and subject books were used. The answers were seemingly correct and also indifferent to ideology in these particular cases. In summary, ChatGPT can be used in various ways to strengthen and aid pupils in the search for replicative and applicative knowledge. However, as this study finds in accordance with previous research, ChatGPT is not suitable to strengthen pupils skills regarding associative and interpretative learning. In these two categories, additional techniques and/or methods implemented by teachers are required to further the development of pupils.