## 3 Materials and Methods
### Methodology for Analyzing Survey Responses to Address Question 1  
A quantitative method was employed to explore students' opinions on the use and integration of a generative AI-based tool, explicitly the ChatGPT tool [64]. The data analyzed were collected from responses to the questionnaire titled 'Students' Perception of ChatGPT', initiated by the Faculty of Public Administration of the University of Ljubljana, Slovenia, Europe, in collaboration with more than 200 international partners. The data were retrieved from the Mendeley Data website and are available at the following address: [[https://data.mendeley.com/datasets/ymg9](https://data.mendeley.com/datasets/ymg9) nsn6 kn/]([https://data.mendeley.com/datasets/ymg9](https://data.mendeley.com/datasets/ymg9) nsn6 kn/) (accessed on 30 December 2024). Among the main reasons for choosing this dataset is the amount of responses from real ChatGPT users that can be used as a solid and reasoned foundation for a rigorous analysis of opinions about this technology. Another reason is the diversity of backgrounds from which respondents to this questionnaire come. In this way, the perspectives on this tool are diverse and useful for integration into a large-scale applicable architecture [65; 66; 67]. The purpose of this questionnaire is to determine how ChatGPT influences the learning journey, experiences, and results of students enrolled in a faculty program. The results obtained served as a foundation for proposing an architecture, as they helped us understand how generative artificial intelligence tools can support global education and contribute to improving academic performance. The questionnaire consists of 42 questions divided into 11 sections, and participants were required to be students enrolled in a study program at a faculty, regardless of their location, and to be over 18 years old. The 11 sections of the questionnaire are organized as follows:  
Section 1: Includes sociodemographic information such as citizenship, gender, age, country of study, university name, program type and year of study, field of study, learning method used at the time of completing the questionnaire, as well as the level of confidence in finding a job upon graduation. Section 2: Comprises questions that focus on the use of ChatGPT in the learning process. Specifically, it includes questions about the version of ChatGPT being used, the frequency of use, the user experience with ChatGPT, and how often ChatGPT is involved in tasks such as learning, project completion, and assignments. Section 3: Participants were asked a question about ChatGPT's capabilities in various learning scenarios. Section 4: Consists of questions that address the topic of ethics and the legal implications of the regulations governing ChatGPT usage. Sections 5 and 6: Focus on satisfaction and outcomes achieved after the integration of ChatGPT by students. Sections 7 and 8: The questionnaires contain questions related to skill development and the impact of ChatGPT on the labor market on the acquisition of new competencies. Section 9: Includes questions about emotions associated with using ChatGPT. Section 10: Involves questions about the level of difficulty of studies and factors that influence academic performance. Section 11: Contains open-ended questions regarding general opinions about ChatGPT. The dataset, available on the Mendeley Data website, initially contained 23,218 recorded entries. However, for the purpose of this article, only the responses of students who were studying at a European university at the time of completing the questionnaire were considered. Thus, the analysis was conducted exclusively on students who, regardless of their citizenship or country of origin, were enrolled in a European university. Only responses from students in Europe were selected to ensure the contextual and cultural coherence of the analysis presented. Solutions in the European education area present common functionalities in terms of adoption and integration.