Higher education students’ perceptions of ChatGPT: A global study of early reactions
Authors: Ravšelj Dejan , Keržič Damijana , Tomaževič Nina , Umek Lan , Brezovar Nejc , A. Iahad Noorminshah , Abdulla Ali Abdulla , Akopyan Anait , Aldana Segura Magdalena Waleska , AlHumaid Jehan , Allam Mohamed Farouk , Alló Maria , Andoh Raphael Papa Kweku , Andronic Octavian , Arthur Yarhands Dissou , Aydın Fatih , Badran Amira , Balbontín-Alvarado Roxana , Ben Saad Helmi , Bencsik Andrea , Benning Isaac , Besimi Adrian , Bezerra Denilson da Silva , Buizza Chiara , Burro Roberto , Bwalya Anthony , Cachero Cristina , Castillo-Briceno Patricia , Castro Harold , Chai Ching Sing , Charalambous Constadina , Chiu Thomas K. F. , Clipa Otilia , Colombari Ruggero , Corral Escobedo Luis José H. , Costa Elísio , Crețulescu Radu George , Crispino Marta , Cucari Nicola , Dalton Fergus , Demir Kaya Meva , Dumić-Čule Ivo , Dwidienawati Diena , Ebardo Ryan , Egbenya Daniel Lawer , Faris MoezAlIslam Ezzat , Fečko Miroslav , Ferrinho Paulo , Florea Adrian , Fong Chun Yuen , Francis Zoë , Ghilardi Alberto , González-Fernández Belinka , Hau Daniela , Hossain Md. Shamim , Hug Theo , Inasius Fany , Ismail Maryam Jaffar , Jahić Hatidža , Jessa Morrison Omokiniovo , Kapanadze Marika , Kar Sujita Kumar , Kateeb Elham Talib , Kaya Feridun , Khadri Hanaa Ouda , Kikuchi Masao , Kobets Vitaliy Mykolayovych , Kostova Katerina Metodieva , Krasmane Evita , Lau Jesus , Law Wai Him Crystal , Lazăr Florin , Lazović-Pita Lejla , Lee Vivian Wing Yan , Li Jingtai , López-Aguilar Diego Vinicio , Luca Adrian , Luciano Ruth Garcia , Machin-Mastromatteo Juan D. , Madi Marwa , Manguele Alexandre Lourenço , Manrique Rubén Francisco , Mapulanga Thumah , Marimon Frederic , Marinova Galia Ilieva , Mas-Machuca Marta , Mejía-Rodríguez Oliva , Meletiou-Mavrotheris Maria , Méndez-Prado Silvia Mariela , Meza-Cano José Manuel , Mirķe Evija , Mishra Alpana , Mital Ondrej , Mollica Cristina , Morariu Daniel Ionel , Mospan Natalia , Mukuka Angel , Navarro Jiménez Silvana Guadalupe , Nikaj Irena , Nisheva Maria Mihaylova , Nisiforou Efi , Njiku Joseph , Nomnian Singhanat , Nuredini-Mehmedi Lulzime , Nyamekye Ernest , Obadić Alka , Okela Abdelmohsen Hamed , Olenik-Shemesh Dorit , Ostoj Izabela , Peralta-Rizzo Kevin Javier , Peštek Almir , Pilav-Velić Amila , Pires Dilma Rosanda Miranda , Rabin Eyal , Raccanello Daniela , Ramie Agustine , Rashid Md. Mamun ur , Reuter Robert A. P. , Reyes Valentina , Rodrigues Ana Sofia , Rodway Paul , Ručinská Silvia , Sadzaglishvili Shorena , Salem Ashraf Atta M. S. , Savić Gordana , Schepman Astrid , Shahpo Samia Mokhtar , Snouber Abdelmajid , Soler Emma , Sonyel Bengi , Stefanova Eliza , Stone Anna , Strzelecki Artur , Tanaka Tetsuji , Tapia Cortes Carolina , Teira-Fachado Andrea , Tilga Henri , Titko Jelena , Tolmach Maryna , Turmudi Dedi , Varela-Candamio Laura , Vekiri Ioanna , Vicentini Giada , Woyo Erisher , Yorulmaz Özlem , Yunus Said A. S. , Zamfir Ana-Maria , Zhou Munyaradzi , Aristovnik Aleksander 
Published: February 2025

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.