Abstract:

The rapid integration of generative AI tools such as ChatGPT into higher education has transformed students’ learning practices, prompting the need to understand both perceived benefits and emerging risks. This study examines the attitudes of students from the National University of Science and Technology Politehnica Bucharest regarding the educational use of ChatGPT. A mixed-methods design was employed, using a custom-built instrument consisting of 12 Likert-scale items grouped into four dimensions (perceived usefulness, risks and dependence, accuracy and misinformation, ethical and relational implications) and one open-ended question exploring personal experiences and perceived limitations. Quantitative data were analyzed descriptively, while thematic coding was applied to qualitative responses. Findings indicate that students generally perceive ChatGPT as a valuable support tool that enhances learning efficiency, clarifies difficult concepts, saves time, and facilitates the deepening of technical or scientific topics. At the same time, participants express concerns about reduced critical thinking, potential dependence, exposure to inaccurate information, and risks to academic integrity. Ethical implications and the need for clear institutional policies emerged as central themes. This study contributes new empirical insights into how students evaluate the pedagogical and ethical implications of generative AI. Overall, the research highlights both the educational potential and the necessary safeguards associated with ChatGPT use, emphasizing the importance of responsible integration, transparent guidelines, and digital literacy development.

Keywords:

ChatGPT, higher education, student perceptions, generative artificial intelligence, learning efficiency, critical thinking, academic integrity, AI ethics, digital literacy, educational technology.