Abstract:

The launch of ChatGPT to the general public in November 2022 marked a crucial moment in the role of artificial intelligence in higher education. Due to its transformative capabilities of engaging in natural language conversations with users, ChatGPT has sparked both excitement and scepticism among educational practitioners. While the existing research offers some preliminary understanding of the potentials and challenges of ChatGPT, it predominantly adopts a teacher rather than a student perspective and lacks strong empirical evidence. Particularly, this oversight is important when comparing students across various academic disciplines, as their distinct learning dynamics can uncover different perceptions of the potentials and challenges of ChatGPT.

Therefore, the paper aims to fill this gap in existing research by providing evidence on student perceptions of ChatGPT through comparisons across academic disciplines. The empirical analysis is based on data collected through the "Students' Perception of ChatGPT" survey, initiated by the Faculty of Public Administration at the University of Ljubljana and the CovidSocLab international consortium, which attracted over 23,000 global student responses. The global student survey comprehensively captures diverse student interactions with and perceptions of ChatGPT, including learning experiences, academic performance, skill development, emotional responses, and ethical concerns, among others.

The results reveal a nuanced view of the utility of ChatGPT in higher education, highlighting the potential of ChatGPT as a valuable tool for tutoring, collaborative learning, and language skill development. However, its benefits are also seen in a more conditional light, particularly in the development of general and problem-solving skills, alongside the need for its regulated use given ethical considerations, such as the risk of encouraging plagiarism. The utility of ChatGPT is contrasted against concerns that it might replace formal education and reduce human interaction, suggesting it cannot fully replace traditional learning or interpersonal experiences.

Moreover, the results reveal significant differences between students from different academic disciplines. Students in Arts, Humanities, and Social Sciences valued ChatGPT for creativity, proofreading, and brainstorming, highlighting the need for regulation and ethical guidelines in its educational application. Conversely, Applied and Natural Sciences students found ChatGPT essential for technical studies and professional development, enhancing access to knowledge, academic performance, and employability while fostering an eagerness to explore the possibilities of ChatGPT. Its support for technical skills and innovation in Applied and Natural Sciences contrasts with the focus on creativity and ethics in Arts, Humanities, and Social Sciences. The identified differences across academic disciplines are crucial for educators, policymakers, and developers to tailor ChatGPT and similar artificial intelligence integration, addressing diverse student needs and concerns.

Keywords:

ChatGPT, higher education, student perception, academic disciplines, empirical analysis.