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Dejan Ravšelj, D. Keržič, Nina Tomaževič, Lan Umek, Nejc Brezovar, Noorminshah A. Iahad, Ali Abdulla Abdulla, Anait Akopyan, Magdalena Waleska Aldana Segura, Jehan Alhumaid, Mohamed Farouk Allam, Maria Alló, R. P. Andoh, O. Andronic, Y. Arthur, Fatih Aydın, A. Badran, Roxana Balbontín-Alvarado, H. Ben Saad, Andrea Bencsik, Isaac Benning, Adrian Besimi, D. Bezerra, C. Buizza, R. Burro, Anthony Bwalya, Cristina Cachero, Patricia Castillo-Briceno, Harold Castro, C. Chai, Constadina Charalambous, Thomas K. F. Chiu, Otilia Clipa, Ruggero Colombari, L. J. Corral Escobedo, Elísio Costa, R. Cretulescu, Marta Crispino, Nicola Cucari, Fergus Dalton, Meva Demir Kaya, I. Dumić-Čule, D. Dwidienawati, Ryan Ebardo, D. L. Egbenya, M. Faris, Miroslav Fecko, P. Ferrinho, A. Florea, C. Y. Fong, Zoë Francis, A. Ghilardi, B. González-Fernández, Daniela Hau, Md Shamim Hossain, Theo Hug, Fany Inasius, Maryam Jaffar Ismail, H. Jahić, M. O. Jessa, M. Kapanadze, S. K. Kar, Elham Kateeb, Feridun Kaya, Hanaa Ouda Khadri, Masao Kikuchi, Vitaliy Kobets, K. M. Kostova, Evita Krasmane, Jesus Lau, Wai Him Crystal Law, F. Lazăr, Lejla Lazović-Pita, V. W. Lee, Jingtai Li, Diego Vinicio López-Aguilar, Adrian Luca, R. G. Luciano, Juan D. Machin-Mastromatteo, M. Madi, A. Manguele, R. Manrique, Thumah Mapulanga, F. Marimon, Galia Marinova, M. Mas-Machuca, Oliva Mejía-Rodríguez, Maria Meletiou-Mavrotheris, Silvia Mariela Méndez-Prado, J. Meza-Cano, Evija Mirķe, Alpana Mishra, Ondrej Mital, Cristina Mollica, Daniel Morariu, N. Mospan, Angel Mukuka, S. G. Navarro Jiménez, Irena Nikaj, Maria Nisheva, Efi A. Nisiforou, Joseph Njiku, Singhanat Nomnian, Lulzime Nuredini-Mehmedi, Ernest Nyamekye, A. Obadić, Abdelmohsen Hamed Okela, D. Olenik-Shemesh, Izabela Ostoj, K. Peralta-Rizzo, A. Peštek, A. Pilav-Velić, Dilma Rosanda Miranda Pires, Eyal Rabin, D. Raccanello, Agustine Ramie, Md. Mamun-Ur Rashid, Robert A P Reuter, Valentina Reyes, Ana Sofia Rodrigues, P. Rodway, S. Ručinská, Shorena Sadzaglishvili, Ashraf Atta M S Salem, G. Savić, A. Schepman, Samia Mokhtar Shahpo, Abdelmajid Snouber, Emma Soler, Bengi Sonyel, E. Stefanova, Anna Stone, Artur Strzelecki, Tetsuji Tanaka, Carolina Tapia Cortes, Andrea Teira-Fachado, Henri Tilga, J. Titko, Maryna Tolmach, Dedi Turmudi, L. Varela-Candamio, Ioanna Vekiri, G. Vicentini, Erisher Woyo, Özlem Yorulmaz, Said A.S Yunus, A. Zamfir, Munyaradzi Zhou, Aleksander Aristovnik
1 5. 2. 2025.

Higher education students’ perceptions of ChatGPT: A global study of early reactions

The paper presents the most comprehensive and large-scale global study to date on how higher education students perceived the use of ChatGPT in early 2024. With a sample of 23,218 students from 109 countries and territories, the study reveals that students primarily used ChatGPT for brainstorming, summarizing texts, and finding research articles, with a few using it for professional and creative writing. They found it useful for simplifying complex information and summarizing content, but less reliable for providing information and supporting classroom learning, though some considered its information clearer than that from peers and teachers. Moreover, students agreed on the need for AI regulations at all levels due to concerns about ChatGPT promoting cheating, plagiarism, and social isolation. However, they believed ChatGPT could potentially enhance their access to knowledge and improve their learning experience, study efficiency, and chances of achieving good grades. While ChatGPT was perceived as effective in potentially improving AI literacy, digital communication, and content creation skills, it was less useful for interpersonal communication, decision-making, numeracy, native language proficiency, and the development of critical thinking skills. Students also felt that ChatGPT would boost demand for AI-related skills and facilitate remote work without significantly impacting unemployment. Emotionally, students mostly felt positive using ChatGPT, with curiosity and calmness being the most common emotions. Further examinations reveal variations in students’ perceptions across different socio-demographic and geographic factors, with key factors influencing students’ use of ChatGPT also being identified. Higher education institutions’ managers and teachers may benefit from these findings while formulating the curricula and instructions/regulations for ChatGPT use, as well as when designing the teaching methods and assessment tools. Moreover, policymakers may also consider the findings when formulating strategies for secondary and higher education system development, especially in light of changing labor market needs and related digital skills development.


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