EXPLORING CHATGPT UTILIZATION AND ETHICAL AWARENESS IN TVET EDUCATION THROUGH THE ABCE FRAMEWORK

Abstract

This study explores TVET students’ use of ChatGPT, its relationship with problem-solving abilities, and their ethical awareness. A quantitative cross-sectional survey was conducted with 381 students at Polytechnic Ungku Omar (PUO). Convenience sampling was used to select the participants. The data were analyzed using descriptive statistics and correlation analysis. The findings show that students often use ChatGPT to understand difficult concepts. Higher levels of use were positively related to self-reported problem-solving skills (r = 0.729, p < 0.01). The study contributes to the literature by using the Affective, Behavioral, Cognitive, and Ethical (ABCE) framework in the Malaysian TVET context. The framework demonstrates the connection between behavioral engagement and cognitive development. However, the use of convenience sampling and data from only one institution limits the findings. The results emphasize the need for AI ethics workshops, responsible AI use guidelines, proper citation practices, and digital literacy training in educational institutions.