ChatGPT in Higher Education: A Cross-Sectional Study of Student Usage, Ethical Perceptions, and Implications for Academic Integrity
Year: 2025
Type: article
Study design: Observational Study
Abstract: The rapid adoption of ChatGPT—a Generative AI chatbot—in higher education has raised concerns about academic integrity, ethical responsibility, and the development of critical-thinking skills. This cross-sectional study investigates the usage patterns and ethical perceptions of ChatGPT among 381 students (technical, undergraduate, and postgraduate) at a university in Colombia during the first semester of 2024. An anonymous online survey—distributed through snowball sampling—collected data on demographics, ChatGPT usage, perceptions, and its impact on academic assignments. Descriptive statistics and bivariate analyses were conducted using crude prevalence ratios (PR) and 95% confidence intervals to explore associations between sex, training, and perceptions. Results indicate that 46.7% of students used ChatGPT for evaluative assignments, 34.6% for essays, and 25.2% for research projects. Notably, 60.4% allowed ChatGPT to complete parts of their assignments, and 17.1% used it to fully complete at least one of the last four assignments. Only 7.6% received training on its optimal use. Male students were significantly more likely to participate in training courses (PR = 5.57; 95% CI: 2.54–12.22; p < 0.001), and this participation was associated with an increased perception of incoherent responses generated by ChatGPT (PR = 1.31; 95% CI: 1.09–1.58; p = 0.033). This study highlights the widespread use of ChatGPT and underscores the urgent need for enhanced training and the integration of ethical considerations into academic curricula. Such measures are essential for maximizing the benefits of generative AI while mitigating risks to academic integrity, ethical responsibility, and critical thinking.
Source: Revista de Bioética y Derecho
Institution: Universidad CES
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4415917601