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Higher education students’ perceptions of ChatGPT: A global study of early reactions

Ravšelj, Dejan
; 
Keržič, Damijana
; 
Tomaževič, Nina
; 
Umek, Lan
; 
Brezovar, Nejc
; 
Iahad, Noorminshah A.
; 
Abdulla, Ali Abdulla
; 
Akopyan, Anait
; 
Aldana Segura, Magdalena W.
; 
AlHumaid, Jehan
... show 10 more
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Ain Shams University, Egypt; Akenten Appiah Menka University of Skills Training and Entrepreneurial Development, Ghana; Al-Quds University; Alberta College, Riga; Applied Sciences Private University, Jordan; Autonomous University of Chihuahua; Bina Nusantara University; Borys Grinchenko Kyiv University; Carol Davila University of Medicine and Pharmacy; Chinese University of Hong Kong; De La Salle University; Delta State University Abraka; Eastern Mediterranean University; EKA University of Applied Sciences; ESPOL Polytechnic University; European University Cyprus; Federal University of Maranhão; Imam Abdulrahman Bin Faisal University; Galileo University; Hajee Mohammad Danesh Science and Technology University; Health Polytechnic of Banjarmasin; Higher Institute of Health Sciences, Maputo; Ibero-American University Puebla; Ilia State University; Indoamerica Technological University; International University of Catalonia; Istanbul University; J. Selye University, Slovakia; Jiaying University; Kalinga Institute of Medical Science; Kherson State University; King George’s Medical University; Kwame Nkrumah University; Kyiv National University of Culture and Arts; Lucian Blaga University of Sibiu; Mahidol University; Manchester Metropolitan University; Meiji University; Meiji Gakuin University; Midlands State University, Zimbabwe; Minia University; Muhammadiyah University of Metro; Mukuba University; National Autonomous University of Mexico; National Scientific Research Institute for Labour and Social Protection, Bucharest; Nueva Ecija University of Science and Technology; Nova University of Lisbon; Open University of Israel; Patuakhali Science and Technology University; Pavol Jozef Safarik University in Kosice; Polytechnic Institute of Viana do Castelo; Riga Technical University; Sadat Academy for Management Sciences; San Carlos de Guatemala University; Sapienza University of Rome; Sivas Cumhuriyet University; Sofia University St. Kliment Ohridski; South East European University; Southern Federal University; State University of Zanzibar; Stefan cel Mare University of Suceava; Technical University of Sofia; Universidad de Chile; Universidad de los Andes; Universidad Laica Eloy Alfaro de Manabi; Universidad Veracruzana; Universiti Teknologi Malaysia; University of A Coruna; University of Alicante; University of Ataturk; University of Belgrade; University of Bıo Bıo; University of Brescia; University of Bucharest; University of Cape Coast; University of Cape Verde; University of Chester; University of Dar es Salaam; University of East London; University of Economics in Katowice; University Fan S. Noli Korca; University of the Fraser Valley; University of Guadalajara; University of Innsbruck; University of Ljubljana; University of Luxembourg; University of Monterrey; University of Nicosia; University North, Croatia; University of East London; University of Pannonia; University of Porto; University of Rwanda; University of Sarajevo; University of Sousse; University of Tartu; University of Verona; University of Zagreb; Vasco de Quiroga University; Yamanashi Gakuin University
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2025-02-05
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Psychology
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Abstract
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.
Citation
Ravšelj, D., Keržič, D., Tomaževič, N., Umek, L., Brezovar, N., Iahad, N.A., Abdulla, A. A., Akopyan, A., Aldana Segura, M. W., AlHumaid, J., Allam, M. F., Alló, M., Andoh, R. P. K., Andronic, O., Arthur, Y. D., Aydın, F., Badran, A., Balbontín-Alvarado, R., Ben Saad, H., ... Aristovnik, A. (2025) Higher education students’ perceptions of ChatGPT: A global study of early reactions. PLoS ONE, 20(2), article-number e0315011. https://doi.org/10.1371/journal.pone.0315011
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Public Library of Science
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PLoS ONE
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http://hdl.handle.net/10034/629237
DOI
10.1371/journal.pone.0315011
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PubMed Central ID
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Article
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© 2025 Ravšelj et al.
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EISSN
1932-6203
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The authors acknowledge the financial support from the Slovenian Research and Innovation Agency (research core funding No. P5-0093 and project No. Z5-4569).
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https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0315011