Exploring perspectives on ChatGPT integration in education: A student-centered study of benefits, concerns, and global implications for responsible AI integration

  • Lawrence Ibeh Faculty of Computer Science and Informatics, Berlin School of Business and Innovation, Berlin, Germany
  • Noah Cheruiyot Mutai Faculty of Economics and Business Administration, Berlin School of Business and Innovation, Berlin, Germany
  • Olufunke Mercy Popoola Faculty of Economics and Business Administration, Berlin School of Business and Innovation, Berlin, Germany
  • Nguyen Manh Cuong Faculty of Economics and Business Administration, Berlin School of Business and Innovation, Berlin, Germany
  • Sandra Ejiofor Faculty of Economics and Business Administration, Berlin School of Business and Innovation, Berlin, Germany
DOI: https://doi.org/10.25304/rlt.v33.3384
Keywords: Artificial Intelligence, ChatGPT, Education, Perceptions of AI in education.

Abstract

For this study, 350 university students in Germany were surveyed to understand how they perceive ChatGPT’s educational advantages and challenges. Using a combination of quantitative and qualitative methods, it found out that students tend to see ChatGPT as helpful for academic performance (53.14%), writing (47.14%), and exam preparation (50.00%). Nonetheless, a large majority of people expressed doubt regarding its ability to understand queries (61.72%), reliability (52.29%), privacy (52.57%), bias (47.43%), security (55.14%) and displaced jobs (56.29%). These concerns were reinforced by open ended responses, which showed that attitudes towards AI can be based on factors such as a person’s digital literacy and their experience with AI. In the study, the researchers propose a need to incorporate AI education into curricula in order to teach students to critically assess AI- generated content and to identify biases. Moreover, it suggests setting ethical standards that AI systems need to meet such as accuracy, security, and transparency. Perspectives between cultures vary, and require the teacher to conduct more global research, and approach teaching context specifically. The overarching goal is to promote the thoughtful, ethical, and context-aware integration of AI into educational practices worldwide.

Downloads

Download data is not yet available.

References


Abdaljaleel, M. et al. (2024). A multinational study on the factors influencing university students’ attitudes and usage of ChatGPT. Scientific Reports, 14(1), 1983. https://doi.org/10.1038/s41598-024-52549-8




Al-Mughairi, H., & Bhaskar, P. (2024). Exploring the factors affecting the adoption AI techniques in higher education: Insights from teachers’ perspectives on ChatGPT. Journal of Research in Innovative Teaching & Learning. Advance online publication. https://doi.org/10.1108/JRIT-09-2023-0129




Böhning, D. (1992). Multinomial logistic regression algorithm. Annals of the Institute of Statistical Mathematics, 44(1), 197–200. https://doi.org/10.1007/BF00048682




Cooper, G. (2023). Examining science education in ChatGPT: An exploratory study of generative artificial intelligence. Journal of Science Education and Technology, 32(3), 444–452. https://doi.org/10.1007/s10956-023-10039-y




Cotton, D. R., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148




Dai, W. et al. (2023). Can large language models provide feedback to students? A case study on ChatGPT. In Proceedings of the 2023 IEEE 23rd International Conference on Advanced Learning Technologies (ICALT) (pp. 323–325). IEEE Research Gate. https://doi.org/10.1109/ICALT58122.2023.00100




Dulock, H. L. (1993). Research design: Descriptive research. Journal of Pediatric Oncology Nursing, 10(4), 154–157. https://doi.org/10.1177/104345429301000406




Dwivedi, Y. K. et al. (2023). Opinion Paper: ‘So what if ChatGPT wrote it?’ Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642




Elder, C. et al. (2023). Can Artificial Intelligence pass a sophomore-level digital design laboratory? In Proceedings of the 2023 ASEE Annual Conference & Exposition (pp. 861–868). American Society for Engineering Education (ASEE).




Grant, N., & Metz, C. (2022). A new chat bot is a ‘Code Red’ for Google’s search business. International New York Times. NA-NA.




Hill, R. (2023). AI as fad or AI as lasting? Priorities for college faculty instructional development for generative artificial intelligence. Irish Journal of Technology Enhanced Learning, 7(2), 136–145. https://doi.org/10.22554/ijtel.v7i2.154




Kasneci, E. et al. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274




Kwak, C., & Clayton-Matthews, A. (2002). Multinomial logistic regression. Nursing Research, 51(6), 404. https://doi.org/10.1097/00006199-200211000-00009




Memarian, B., & Doleck, T. (2023). ChatGPT in education: Methods, potentials, and limitations. Computers in Human Behavior: Artificial Humans, 1(2), 100022. https://doi.org/10.1016/j.chbah.2023.100022




Memarian, B., & Doleck, T. (2024). Teaching and learning artificial intelligence: Insights from the literature. Education and Information Technologies, 29(16), 21523–21546. https://doi.org/10.1007/s10639-024-12679-y




Mogavi, R. et al. (2024). ChatGPT in education: A blessing or a curse? A qualitative study exploring early adopters’ utilization and perceptions. Computers in Human Behavior: Artificial Humans, 2(1), 100027. https://doi.org/10.1016/j.chbah.2023.100027




Ngo, T. T. A. (2023). The perception by university students of the use of ChatGPT in education. International Journal of Emerging Technologies in Learning (Online), 18(17), 4. https://doi.org/10.3991/ijet.v18i17.39019




OpenAI et al. (2023). GPT-4 Technical Report. arXiv. arXiv Preprint arXiv:2303.08774.




Ortiz, S. (2023). What is ChatGPT and Why Does it Matter? Here’s What You Need to Know. ZDNET. Archived from the Original on January, 18, 2023.




Podsakoff, P. M. et al. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879. https://doi.org/10.1037/0021-9010.88.5.879




Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 342–363. https://doi.org/10.37074/jalt.2023.6.1.9




Yang, Z. et al. (2023). The dawn of lmms: Preliminary explorations with gpt-4v (ision). arXiv Preprint arXiv:2309.17421, 9(1), 1.




Zawacki-Richter, O. et al. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1–27. https://doi.org/10.1186/s41239-019-0171-0




Zhai, X. (2022). ChatGPT user experience: Implications for education. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4312418




Zhang, B. (2023). Preparing Educators and Students for ChatGPT and AI Technology in Higher Education. University of Hartford.
Published
2025-07-04
How to Cite
Ibeh , L., Mutai , N. C., Popoola , O. M., Cuong , N. M., & Ejiofor , S. (2025). Exploring perspectives on ChatGPT integration in education: A student-centered study of benefits, concerns, and global implications for responsible AI integration. Research in Learning Technology, 33. https://doi.org/10.25304/rlt.v33.3384
Issue
Vol. 33 (2025)
Section
Original Research Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors contributing to Research in Learning Technology retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.


Crossref
Scopus
Google Scholar
Europe PMC