Higher education students' perceptions of ChatGPT: A global study of early reactions
Özet
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.
Sürdürülebilir Kalkınma Amaçları
-
SKA 4: Nitelikli Eğitim
-
SKA 8: İnsana Yakışır İş ve Ekonomik Büyüme
-
SKA 9: Sanayi, Yenilikçilik ve Altyapı
-
SKA 16: Barış, Adalet ve Güçlü Kurumlar
Atıf için künye
Ravšelj, D., Keržič, D., Tomaževič, N., Umek, L., Brezovar, N., Iahad, N. A., Abdulla, A. A., Akopyan, A., Segura, M. W. A., AlHumaid, J., Allam, M. F., Alló, M., Andoh, R. P. K., Andronic, O., Arthur, Y. D., Aydın, F., Badran, A., Balbontín-Alvarado, R., Saad, H. B., … Aristovnik, A. (2025). Higher education students' perceptions of ChatGPT: A global study of early reactions. PLOS ONE, 20(2 February). https://doi.org/10.1371/journal.pone.0315011
BibTeX
@article{ravselj2025-39256,
author = {Ravšelj, Dejan and Keržič, Damijana and Tomaževič, Nina and Umek, Lan and Brezovar, Nejc and Iahad, Noorminshah A. and Abdulla, Ali Abdulla and Akopyan, Anait and Segura, Magdalena Waleska Aldana and AlHumaid, Jehan and Allam, Mohamed Farouk and Alló, Maria and Andoh, Raphael Papa Kweku and Andronic, Octavian and Arthur, Yarhands Dissou and Aydın, Fatih and Badran, Amira and Balbontín-Alvarado, Roxana and Saad, Helmi Ben and Bencsik, Andrea and Benning, Isaac and Besimi, Adrian and Bezerra, Denilson da Silva and Buizza, Chiara and Burro, Roberto and Bwalya, Anthony and Cachero, Cristina and Castillo-Briceno, Patricia and Castro, Harold and Chai, Ching Sing and Charalambous, Constadina and Chiu, Thomas K.F. and Clipa, Otilia and Colombari, Ruggero and Corral Escobedo, Luis José H. and Costa, Elísio and Crețulescu, Radu George and Crispino, Marta and Cucari, Nicola and Dalton, Fergus and Demir Kaya, Meva and Dumić-Čule, Ivo and Dwidienawati, Diena and Ebardo, Ryan and Egbenya, Daniel Lawer and Faris, MoezAlIslam Ezzat and Fečko, Miroslav and Ferrinho, Paulo and Florea, Adrian and Fong, Chun Yuen and Francis, Zoë and Ghilardi, Alberto and González-Fernández, Belinka and Hau, Daniela and Shamim Hossain, M. and Hug, Theo and Inasius, Fany and Ismail, Maryam Jaffar and Jahić, Hatidža and Jessa, Morrison Omokiniovo and Kapanadze, Marika and Kar, Sujita Kumar and Kateeb, Elham Talib and Kaya, Feridun and Khadri, Hanaa Ouda and Kikuchi, Masao and Kobets, Vitaliy Mykolayovych and Kostova, Katerina Metodieva and Krasmane, Evita and Lau, Jesus and Law, Wai Him Crystal and Lazăr, Florin and Lazović-Pita, Lejla and Lee, Vivian Wing Yan and Li, Jingtai and López-Aguilar, Diego Vinicio and Luca, Adrian and Luciano, Ruth Garcia and Machin-Mastromatteo, Juan D. and Madi, Marwa and Manguele, Alexandre Lourenço and Manrique, Rubén Francisco and Mapulanga, Thumah and Marimon, Frederic and Marinova, Galia Ilieva and Mas-Machuca, Marta and Mejía-Rodríguez, Oliva and Meletiou-Mavrotheris, Maria and Méndez-Prado, Silvia Mariela and Meza-Cano, José Manuel and Mirke, Evija and Mishra, Alpana and Mital, Ondrej and Mollica, Cristina and Morariu, Daniel Ionel and Mospan, Natalia and Mukuka, Angel and Jiménez, Silvana Guadalupe Navarro and Nikaj, Irena and Nisheva, Maria Mihaylova and Nisiforou, Efi and Njiku, Joseph and Nomnian, Singhanat and Nuredini-Mehmedi, Lulzime and Nyamekye, Ernest and Obadić, Alka and Okela, Abdelmohsen Hamed and Olenik-Shemesh, Dorit and Ostoj, Izabela and Peralta-Rizzo, Kevin Javier and Peštek, Almir and Pilav-Velić, Amila and Pires, Dilma Rosanda Miranda and Rabin, Eyal and Raccanello, Daniela and Ramie, Agustine and Mamun ur Rashid, M. and Reuter, Robert A.P. and Reyes, Valentina and Rodrigues, Ana Sofia and Rodway, Paul and Ručinská, Silvia and Sadzaglishvili, Shorena and Salem, Ashraf Atta M.S. and Savić, Gordana and Schepman, Astrid and Shahpo, Samia Mokhtar and Snouber, Abdelmajid and Soler, Emma and Sonyel, Bengi and Stefanova, Eliza and Stone, Anna and Strzelecki, Artur and Tanaka, Tetsuji and Cortes, Carolina Tapia and Teira-Fachado, Andrea and Tilga, Henri and Titko, Jelena and Tolmach, Maryna and Turmudi, Dedi and Varela-Candamio, Laura and Vekiri, Ioanna and Vicentini, Giada and Woyo, Erisher and Yorulmaz, Özlem and Yunus, Said A.S. and Zamfir, Ana-Maria and Zhou, Munyaradzi and Aristovnik, Aleksander},
title = {Higher education students' perceptions of ChatGPT: A global study of early reactions},
journal = {PLOS ONE},
year = {2025},
volume = {20},
number = {2 February},
issn = {1932-6203},
doi = {10.1371/journal.pone.0315011},
url = {https://akademik.atauni.edu.tr/yayinlar/39256-higher-education-students-perceptions-of-chatgpt-a-global-study-of-early}
}