Jun 2026· Journal of Digital Educational Technology· Vol 6, pp. ep2615· 0 citations· 35 references
Abstract
This qualitative study investigates researchers' perceptions of ChatGPT's influence on research creativity, efficiency, and scholarly integrity. A cross-sectional survey with six open-ended questions was administered to 112 participants across academic levels (2 post-doctoral, 20 PhD, 26 Master's, 64 diploma holders) within education and psychology. Data was analyzed using triangulated methods: SWOT analysis, thematic analysis, and systematic open coding. Findings indicate ChatGPT is perceived as a dual-edged tool that enhances productivity while posing cognitive and ethical risks. Ethical considerations are central, with participants emphasizing the need for structured guidelines. The human factor remains decisive—AI's benefits depend on researchers' methodological awareness and ethical engagement. Results suggest AI functions optimally as a cognitive scaffold, with its impact contingent upon use patterns and user experience. The findings carry implications for developing evidence-based policies and training for responsible AI integration in academic research.
Academic writing now faces additional challenges because users cannot identify when they use their human abilities instead of ChatGPT generative artificial intelligence (AI) tool assistance. The rapid emergence of generative AI tools such as ChatGPT has raised important ethical and cultural questions in higher education, particularly concerning authorship, originality, and responsible academic practice. The research obtained 55 open-ended survey responses from students who studied at different levels and pursued various subjects across multiple geographic areas. Among these responses, 23 provided sufficiently detailed reflections and were analyzed for qualitative insights. Using a qualitative research design, the research applied Braun and Clarke’s thematic analysis to identify three connected themes which include students’ ethical perceptions of ChatGPT use, perceived benefits and concerns in academic work, and the role of cultural context in shaping AI acceptance. Students acknowledge the helpful features of ChatGPT but they remain unclear about plagiarism rules and academic authenticity standards and institutional policies. The findings indicate that students generally perceive ChatGPT as a supportive learning tool when used responsibly, while also expressing concerns regarding dependency and unclear institutional guidance. Overall, the study highlights the need for clearer institutional policies and culturally informed AI literacy to support responsible use of generative AI in academic writing.
Masroor Alam, S. Dubey· International Journal of Eva...· 0 citations
Abstract This study analyzes personal appraisal, beliefs, challenges, concerns, and applications regarding ChatGPT among students and academic staff from the Faculty of Rehabilitation Sciences at Andrés Bello University in Chile. Using a mixed-methods approach, surveys (n = 472) and focus groups revealed diverse attitudes toward ChatGPT. While participants highlighted its potential to enhance learning, streamline tasks, and create educational materials, important challenges related to ethical use, dependency, accuracy, and critical thinking emerged. Findings emphasize the importance of teacher training, ethical guidelines, and strategies to foster technological literacy and critical evaluation of information. The study underscores the need for balanced integration of ChatGPT as a complementary tool in higher education, ensuring that its use aligns with pedagogical objectives and promotes meaningful learning experiences. These insights contribute to the growing discourse on artificial intelligence (AI) in education, providing a foundation for future research on the responsible adoption of AI technologies.
This study aimed to explore students’ perceptions and ethical use of ChatGPT in completing English assignments. The research employed an explanatory sequential mixed-method design that combined quantitative and qualitative approaches. The participants were 68 students from the English Education Study Program at Khairun University, selected through purposive sampling. Data were collected through questionnaires and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed descriptively to enrich the quantitative findings. The results showed that students generally had positive perceptions of ChatGPT, with an overall mean score of 3.66 across seven dimensions: input, process, output, outcome, efficiency, academic ethics, and satisfaction. Students considered ChatGPT a useful learning tool, mainly for searching references and generating ideas. They reported that ChatGPT improved grammar, expanded vocabulary, enhanced assignment quality, and increased motivation and critical thinking. Participants also valued its efficiency in saving time and facilitating task completion. Furthermore, they demonstrated ethical awareness by reviewing, revising, and paraphrasing AI-generated content and recognizing the risk of overreliance. Overall, ChatGPT can serve as an effective learning support tool when used critically, ethically, and responsibly in higher education, particularly for English language learning in Eastern Indonesia.
Y. Yetty, Firmansyah Firmansyah, Susana R. Bahara et al.· GLENS: Global English Insigh...· 0 citations
The emergence of Artificial Intelligence (AI) tools like ChatGPT is changing the nature of academic writing by providing support in generating ideas, developing content, revision and editing. Although writing with AI offers benefits, little is known about its impact on learners’ writing strategies and motivation. Guided by Self-Determination Theory (SDT), this study examines the relationship between competence, autonomy, and relatedness in academic writing in the context of ChatGPT usage. This quantitative study involved 126 respondents from higher educational institutions. A 43-item Likert-scale questionnaire adapted from Raoofi et al. (2017) and Youssef et al. (2024) was used to collect data. The questionnaire was based on three constructs: autonomy, relatedness, and competence and showed high internal consistency (Cronbach’s α = .937). Data were analysed using descriptive, inferential, and correlation analyses in SPSS. Results show positive perceptions of using ChatGPT in improving academic achievement, critical thinking skills, and the motivation of students. Moreover, participants used metacognitive, cognitive, and effort-regulating writing strategies frequently. ChatGPT is a potential scaffold for supporting learners’ writing development, but it also motivates them by increasing their competence, autonomy, and relatedness.
Julina Munchar, T. A. Buhari, Sharifah Shahnaz Syed Husain et al.· International journal of res...· 0 citations
This study aims to explore students' perceptions towards usage of ChatGPT in higher education, focusing on how different aspects of the tool influence their attitudes and engagement. The independent variable consists of seven aspects of ChatGPT, which are capabilities, regulations and ethical concerns, satisfaction and attitude, study issues and outcomes, skills development, labor market and skill mismatch, and emotions, while the dependent variable is the overall usage of ChatGPT among university students. A quantitative research method was adopted using an online survey distributed through Google Forms to collect data from university students. The findings indicate that most students hold positive perceptions towards ChatGPT, viewing it as a useful tool for enhancing learning efficiency, developing new skills, and supporting academic tasks. However, some concerns remain regarding ethical use and overreliance on AI-generated content. The study concludes that ChatGPT has significant potential to complement traditional learning methods, provided it is used responsibly. The findings offer valuable implications for educators and policymakers in integrating AI tools effectively into educational settings.
H. Ibrahim, Dr. Rudresh Pandey, Nureen Waheda binti Mohd Nazdir et al.· Asian Pacific Journal of Man...· 0 citations
Advances in artificial intelligence (AI) technology, particularly ChatGPT, have transformed students’ scientific writing practices, including those in the History Education Program at the Faculty of Social Sciences, Gorontalo State University. Although it facilitates access to information and the drafting of academic papers, its use has also raised concerns about the quality of students’ historical thinking. This study aims to analyze the efficiency of using ChatGPT in academic writing and its impact on the depth of students’ historical thinking. The study employs a qualitative approach with a case study design. The research participants consist of 8 students and 2 faculty members selected through purposive sampling. Data were collected through in-depth interviews, observations, and documentation, and were subsequently analyzed using thematic analysis. The research findings indicate that (1) ChatGPT enhances the efficiency of academic writing by accelerating information retrieval, idea development, outline creation, and time management, while still requiring students to engage in verification, paraphrasing, and the use of scholarly sources. (2) The use of ChatGPT has a dualistic impact on the depth of historical thinking: it supports initial exploration and the construction of academic narratives, but has the potential to weaken students’ ability to critically evaluate sources, interpret information, and construct evidence-based arguments if used without reflection and independent analysis. Therefore, ChatGPT should be positioned as a learning tool that supports efficiency without replacing students’ historical thinking skills.