In recent years, the rapid advancement of generative artificial intelligence has begun to reshape various domains, particularly education. The emergence of sophisticated tools like ChatGPT has drawn significant attention to their potential impact on learning environments. A comprehensive survey study led by a team of researchers from the University of Ljubljana has shed light on student perceptions of ChatGPT, revealing a complex interplay of enthusiasm, skepticism, and ethical concerns. This global study involved over 23,000 higher education students from 109 countries and territories, positioning it as one of the most extensive investigations into this phenomenon to date.
The researchers aimed to capture the diverse experiences of students using ChatGPT shortly after its public introduction in late 2022. Their findings, published in the open-access journal PLOS One on February 5, 2025, provide critical insights into how students perceive the efficacy and implications of this AI-driven tool. The survey was meticulously designed to assess various aspects of ChatGPT usage, including its perceived benefits, ethical considerations, and its potential influence on the job market. The results illustrate a nuanced understanding of AI within the educational landscape, where the excitement generated by its capabilities coexists with apprehensions regarding its reliability and ethical usage.
Throughout the collection period from October 2023 to February 2024, a broad array of participants engaged with the survey. The findings indicate that a significant majority of respondents viewed ChatGPT positively, emphasizing its usefulness for tasks such as brainstorming, summarizing, and simplifying complex academic material. However, while students acknowledge these benefits, they also express concerns related to the reliability of the AI, fearing that it might foster a decline in critical thinking skills. This divergence in sentiment underscores a critical dialogue about the place of AI in education, emphasizing the need for awareness around its limitations and potential implications for academic integrity.
Interestingly, despite the general positivity towards ChatGPT, the survey revealed that a mere 29% of students reported using it for brainstorming activities, while a strikingly low 11% employed it for creative writing tasks. This suggests that while students recognize the utility of the tool, they may still be hesitant to fully incorporate it into their creative processes. Conversely, a substantial 70% of students indicated that they found ChatGPT to be an engaging tool with a quarter expressing that interactions with it felt easier than with their peers. This inclination reveals an intriguing facet of human-AI interaction, hinting at a growing comfort level with technology, yet also raises questions about the implications of such interactions on social interaction and collaborative learning.
The survey results also highlighted how perceptions of ChatGPT were influenced by various sociodemographic and geographic factors. For instance, students from lower-income regions were statistically more likely to view ChatGPT as an essential educational resource, particularly in contexts where access to traditional learning tools is limited. In contrast, those hailing from high-income regions recognized the advanced features of ChatGPT, appreciating its innovative capabilities but potentially taking its educational value for granted. This disparity in perspectives signifies the importance of equitable access to technological tools in education, stressing that as AI tools proliferate, so too must efforts to ensure that all students can benefit from them regardless of their background.
A key takeaway from this study lies in its capacity to inform educational policies and curricula design. Understanding how students perceive and interact with AI tools like ChatGPT can cultivate a more inclusive and effective approach to leveraging technology in educational settings. This research emphasizes the necessity for educators and policymakers to foster an environment where AI can be utilized not merely as a replacement for traditional educational methods, but as a complementary tool that enhances learning experiences.
Moreover, the work of Ravšelj and his colleagues is a pivotal contribution to the ongoing discourse surrounding the impact of AI on education, particularly in assessing the ethical dimensions of its integration. As students navigate their academic journeys alongside AI tools, the concern for academic integrity and the potential for academic dishonesty come to the forefront. The authors advocate for dialogue surrounding the ethical responsibilities associated with AI usage, ensuring students are equipped with the knowledge to navigate these challenges while benefiting from technological advancements.
Future research directions are also highlighted in this study. The authors recognize the limitations of their work, suggesting that subsequent investigations could delve deeper into the evolving perceptions of students over time. It is essential to explore how familiarity with AI evolves, especially as students gain more experience using such tools throughout their academic careers.
Furthermore, extending the scope of research to include more students from diverse and particularly low-income backgrounds would enrich the understanding of AI’s role in varied educational landscapes. By broadening participant demographics, researchers can unveil further insights into how different populations conceptualize and interact with generative AI.
Conclusively, this study represents a significant milestone in understanding the role of generative AI like ChatGPT within higher education. As institutions strive to adapt to the changing landscape of learning, these findings provide a foundation for critical discussions on enhancing education through technology while being mindful of the ethical implications therein. With rapid advancements in AI, the necessity for ongoing evaluation of its impact on educational contexts remains paramount.
As we move forward, engaging conversations around AI’s role in education will not only shape the future of academic environments but also prepare students for the increasingly digital and automated job market awaiting them.
Subject of Research:: Student perceptions of ChatGPT
Article Title:: Higher education students’ perceptions of ChatGPT: A global study of early reactions
News Publication Date:: February 5, 2025
Web References:: DOI link
References:: Ravšelj D, Keržič D, Tomaževič N, Umek L, Brezovar N, A. Iahad N, et al. (2025).
Image Credits:: Ravšelj et al., 2025, PLOS One, CC-BY 4.0
Keywords
ChatGPT, higher education, AI in education, student perceptions, academic integrity, generative AI, survey study, ethical implications, technology in learning, international study.
