Aug 2026· International Journal of Evaluation and Research in Education (IJERE)· Vol 15, pp. 3576· 0 citations
TL;DR
The research obtained 55 open-ended survey responses from students and indicated that students generally perceive ChatGPT as a supportive learning tool when used responsibly, while also expressing concerns regarding dependency and unclear institutional guidance.
Abstract
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.
It is concluded that ChatGPT has significant potential to complement traditional learning methods, provided it is used responsibly, and offers 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
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.
The rapid expansion of generative artificial intelligence (GenAI) tools such as ChatGPT has raised growing concerns in higher education, particularly regarding assessment practices and academic integrity. This study examines faculty perceptions of ChatGPT in public universities in Saudi Arabia, with a focus on differences related to academic rank and institutional role. Using a sequential explanatory mixed-methods design, survey data were collected from 202 faculty members across eight public universities and analyzed using descriptive statistics and the Kruskal–Wallis test. Qualitative responses were analyzed thematically to explain and contextualize the quantitative findings. The results indicate variation in faculty perceptions. Assistant and associate professors reported higher concern regarding issues such as cheating, unequal evaluation, and the impact of AI on student performance and skills. Qualitative findings help explain these patterns by highlighting concerns about students’ reliance on AI-generated content and its effects on writing and learning processes. Faculty members in administrative roles emphasized institutional challenges, particularly the need for clearer guidelines on AI use in assessment and academic integrity procedures. The findings suggest that faculty perceptions of generative AI are shaped by professional responsibilities within specific institutional contexts. Practical implications include the need to develop clear institutional guidelines for AI use, redesign assessment practices to reduce misuse, and provide targeted faculty training on AI-aware teaching and evaluation strategies.
This study aims to investigate how English Education students at Universitas Muhammadiyah Kalimantan Timur perceive their academic writing abilities, specifically regarding the use of ChatGPT and other artificial intelligence tools. At a time when AI is becoming increasingly integrated into education, the study addresses concerns about how these technologies affect writing skills in underdeveloped areas, potentially impacting creativity, motivation, and moral behavior. Using a descriptive qualitative approach, the study combined semi-structured qualitative interviews with six purposively selected participants, which were subjected to thematic analysis, with quantitative surveys using a 21-item Likert-scale questionnaire administered to 31 students and analyzed using descriptive and inferential statistics. Quantitative results showed generally favorable opinions (mean score of 2.25), with significant suspicion about plagiarism detection but considerable agreement about AI's contribution to efficiency and brainstorming. Qualitative findings emphasized AI as a scaffold and a source of cognitive assistance, tempered by concerns about over-reliance and self-confidence. The findings suggest that, to improve independent writing abilities while reducing risks, curricula must incorporate ethical AI. To enhance students' development in East Kalimantan, this research proposes pedagogical practices in language teaching that encourage balanced use of technology.
Nur Faizah M. Songge, Dzul Rachman, Ibrahim· ACITYA Journal of Teaching &...· 0 citations
This paper aims to investigate the benefits and drawbacks of ChatGPT in the context of EFL writing in Saudi Arabia. Forty-seven university students were selected to participate in the study voluntarily. To combine the depth of qualitative responses with the breadth of quantitative data, they responded to a survey and follow-up interviews. The dataset included both quantitative and qualitative data, which strengthened the scope of analysis. The findings showed that the participants perceived ChatGPT as a helpful tool for improving grammatical structures and vocabulary. Nonetheless, there is less impact on motivation and confidence. Perceptions varied by gender, discipline, and experience with use. The frequency of use strongly correlated with the perceived usefulness of ChatGPT. The interview yielded results supporting ChatGPT’s role in enhancing writing accuracy, organization, and self-confidence. Findings also raised some concerns about the output generated by ChatGPT and its potential for overreliance. Based on the findings, the study suggests teacher training on the responsible use of AI tools for writing skills. Some implications and areas of further research were also put forward at the end of the study.
A. Alqahtani, Ghazwan Mohammed Saeed Mohammed· World Journal of English Lan...· 0 citations
This study examines adult learners’ responsible use of ChatGPT for academic writing by integrating technology acceptance with ethical awareness. Motivated by unresolved questions about over-reliance, plagiarism, and authenticity, it extends the Unified Theory of Acceptance and Use of Technology (UTAUT) to account for ethical factors shaping intention and behavior. Using a sequential explanatory mixed-methods design, we surveyed 285 adult learners from Philippine higher education and conducted follow-up interviews with eight frequent ChatGPT users. Measurement results (PLS-SEM) showed satisfactory reliability and validity; structural paths indicated that performance expectancy, social influence, and facilitating conditions significantly predict behavioral intention, while effort expectancy does not; intention significantly predicts actual use. Thematic analysis revealed ethically oriented practices (e.g., paraphrasing, citation, originality checks) and peer-reinforced norms that regulate responsible adoption. We propose ethical awareness as an added construct and potential moderator of social influence—within UTAUT to better explain AI use in academic contexts. Findings inform guidelines and training that balance efficacy with integrity, and recommend policies that ensure equitable access. Future work should test extended models including trust, critical-thinking competence, and broader digital literacy, ideally through longitudinal designs to observe how adoption and ethics co-evolve.
Mary Rose Martinez, Agnes Bacani· Diversitas Journal· 0 citations
