On the Educational Impact of ChatGPT: Is Artificial Intelligence Ready to Obtain a University Degree?
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In late 2022, OpenAI released a new version of ChatGPT, a sophisticated natural language processing system capable of holding natural conversations while preserving and responding to the context of the discussion. ChatGPT has exceeded expectations in its abilities, leading to extensive considerations of its potential applications and misuse. In this work, we evaluate the influence of ChatGPT on university education, with a primary focus on computer security-oriented specialization. We gather data regarding the effectiveness and usability of this tool for completing exams, programming assignments, and term papers. We evaluate multiple levels of tool misuse, ranging from utilizing it as a consultant to simply copying its outputs. While we demonstrate how easily ChatGPT can be used to cheat, we also discuss the potentially significant benefits to the educational system. For instance, it might be used as an aid (assistant) to discuss problems encountered while solving an assignment or to speed up the learning process. Ultimately, we discuss how computer science higher education should adapt to tools like ChatGPT.
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When producing AI-generated answers without engaging in analysis or reflection, students miss opportunities to develop their skills and knowledge, and to receive meaningful feedback on their progress.
“When producing AI-generated answers without engaging in analysis or reflection, students miss opportunities to develop their skills and knowledge, and to receive meaningful feedback on their progress [40, 224].”
From Navigating the Ethical and Societal Impacts of Generative AI in Higher Computing Education (2025) · cites this paper as [224]
The paper’s “Negative Impacts” section says that using ChatGPT to produce solutions can reduce students’ learning experience and the knowledge gained from solving assignments. Its “AI usage modes” section distinguishes copying answers from interpreting them. Neither passage says that students thereby miss meaningful feedback on their progress. (LLM, conf=0.86)
Experimental — accuracy not yet measuredEducators might benefit from ChatGPT's abilities in curriculum creation or boosting their performance.
“Malinka et al. [21] provide similar advice on GenAI adoption in the classroom: 'If students use this technology responsibly, their performance might be boosted. In addition, educators might benefit from ChatGPT's abilities in curriculum creation or boosting their performance.'”
From Generative AI and Academic Integrity in Higher Education: A Systematic Review and Research Agenda (2025) · cites this paper as [21]
If students use GenAI responsibly, their performance might be boosted.
“Malinka et al. [21] provide similar advice on GenAI adoption in the classroom: 'If students use this technology responsibly, their performance might be boosted. In addition, educators might benefit from ChatGPT's abilities in curriculum creation or boosting their performance.'”
From Generative AI and Academic Integrity in Higher Education: A Systematic Review and Research Agenda (2025) · cites this paper as [21]
Other studies investigated methods and tools to detect when GenAI tools had been used to produce content.
“Other studies investigated methods and tools to detect when GenAI tools had been used to produce content [224, 332].”
From Navigating the Ethical and Societal Impacts of Generative AI in Higher Computing Education (2025) · cites this paper as [224]
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PEMANFAATAN CHAT GPT DALAM DUNIA PENDIDIKAN
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“[12] focused on examining the educational implications of ChatGPT and posed questions about its preparedness for being utilized in the pursuit of a university degree.”
BackgroundAn Overview chatGPT in Higher Education in Indonesia and Malaysia
Arista, A., Shuib, L. M., & Ismail, M. A. (2023) · International Conference on Informatics, Multimedia, Cyber and Information System (ICIMCIS) · doi:10.1109/icimcis60089.2023.10349053 · Cited by 20 · see citing works
“In 2022, the field of artificial intelligence (AI) has seen remarkable advances, and, not only in the media but a big hype also caused by the launch of the newest generation of large language model-based generative AI tools, such as ChatGPT chatbot [19].”
BackgroundEnhancing Classroom Learning: ChatGPT's Integration and Educational Challenges
AlAli, R. M., & Wardat, Y. (2024) · International Journal of Religion · doi:10.61707/znwnxd43 · Cited by 23 · see citing works
“Another study by Malinka et al. (2023) explored the impact of ChatGPT on education and examined whether AI is prepared to contribute to university-level degrees.”
BackgroundEngineering Educators' Perspectives on the Impact of Generative AI in Higher Education
Dewan, U., Hingle, A., McDonald, N., & Johri, A. (2025) · 2025 IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon62633.2025.11016518 · Cited by 16 · see citing works
“Issues such as the veracity of GenAI content have been widely discussed in the literature, as well as its impact on learning outcomes [25], [34], [35] and fair assessments [26], [27].”
Leveraging ChatGPT to Support Self-Regulated Learning in Online Courses
Zhu, M. (2025) · TechTrends · doi:10.1007/s11528-025-01075-z · Cited by 20 · see citing works
“…related to inaccuracy (Balse et al., 2023; Hsu & Ching, 2023; Husain, 2024), academic dis-honesty (Crompton & Burke, 2024; Humble et al., 2023; Malinka et al., 2023; Yilmaz & Yilmaz, 2023a, b), impeding learning (Husain, 2024; Kim & Adlof, 2024; Kosar et al., 2024), data privacy (Hsu & Ching,…”
Bakare-Fatungase, O. D., Oladokun, T. A., Quadri, G. O., & Idowu-Davies, T. O. (2023) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-0205-7.ch009 · Cited by 16 · see citing works
Patil, D. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5057434 · Cited by 20 · see citing works
Patil, D. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5057432 · Cited by 24 · see citing works
Patil, D. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5057404 · Cited by 30 · see citing works
Examining Student and Teacher Perspectives on Undisclosed Use of Generative AI in Academic Work
Adnin, R., Pandkar, A., Yao, B., Wang, D., & Das, M. (2025) · Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3713393 · Cited by 16 · see citing works
Benefits and risks of using ChatGPT in higher education: A theoretical review
Bermus, A. G. (2024) · Pedagogy Theory & Practice · doi:10.30853/ped20240099 · Cited by 22 · see citing works
Analyzing LLM Usage in an Advanced Computing Class in India
Arora, U., Garg, A., Gupta, A., Jain, S., Mehta, R. L., Oberoi, R., Prachi, Raina, A., Saini, M., Sharma, S., et al. (2025) · Australasian Computing Education Conference · doi:10.1145/3716640.3716657 · Cited by 15 · see citing works
“The focus is on using LLMs for improved learning outcomes, accessibility and personalized education while also balancing against concerns of academic integrity and the potential impact on critical thinking.”
Exploring Totalitarian Elements of Artificial Intelligence in Higher Education With Hannah Arendt
Watanabe, A. (2023) · International Journal of Technoethics · doi:10.4018/ijt.329239 · Cited by 14 · see citing works
Künstliche Intelligenz im Kontext von Kompetenzen, Prüfungen und Lehr-Lern-Methoden
Klar, M., & Schleiß, J. (2024) · MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung · doi:10.21240/mpaed/58/2024.03.24.x · Cited by 14 · see citing works
“Doch generative Sprachmodelle stellen hier mehr als nur ein Hilfsmittel dar, sondern ein Werkzeug, um gängige Prüfungsleistungen auf einem passablen Niveau mit relativ wenig menschlichem Input zu generieren (Malinka et al. 2023).”
BackgroundDoctoral Programme in Education Science Universitas Pendidikan Ganesha, S., & Turmuzi, M. (2024) · International Journal of Information and Education Technology · doi:10.18178/ijiet.2024.14.5.2097 · Cited by 17 · see citing works
“Plagiarism can occasionally occur when completing tests or tasks [17–19].”
BackgroundSmith, D. H., & Zilles, C. B. (2024) · ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE) · doi:10.1145/3649217.3653582 · Cited by 14 · see citing works
Clarity in complexity: how aggregating explanations resolves the disagreement problem
Mitruț, O., Moise, G., Moldoveanu, A. D. B., Moldoveanu, F., Leordeanu, M., & Petrescu, L. (2024) · Artificial Intelligence Review · doi:10.1007/s10462-024-10952-7 · Cited by 14 · see citing works
A High-Quality Generation Approach for Educational Programming Projects Using LLM
Song, T., Zhang, H., & Xiao, Y. (2024) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2024.3499751 · Cited by 14 · see citing works
“Malinka et al. [22] evaluated ChatGPT across three types of programming assignments: small projects, term projects, and interactive projects, and revealed its good performance in the first two but unsatisfactory results in the last.”
Effects of AI-Based ChatGPT on Higher Education LibrariesPreprint
Aithal, S., & Aithal, P. S. (2023) · SSRN Electronic Journal · doi:10.2139/ssrn.4453581 · Cited by 14 · see citing works
Patil, D. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5057414 · Cited by 15 · see citing works
Opportunities and limitations of the ChatGPT Advanced Data Analysis plugin for hydrological analyses
Irvine, D. J., Halloran, L. J. S., & Brunner, P. (2023) · Hydrological Processes · doi:10.1002/hyp.15015 · Cited by 13 · see citing works
“…the generation of computer scripts and data analyses, with or without the Advanced Data Analysis plugin, has been explored in a university context (Malinka et al., 2023; Rahman & Watanobe, 2023), and specifically within the disciplines of climate science (Biswas, 2023) and bioinformatics (Wang et…”
MethodWang, Y., Cai, Y., Chen, M., Liang, Y., & Hooi, B. (2023) · Conference on Empirical Methods in Natural Language Processing (EMNLP) · doi:10.18653/v1/2023.emnlp-main.8 · Cited by 23 · see citing works
Perera, M., Ananthanarayan, S., Goncu, C., & Marriott, K. (2025) · Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3713634 · Cited by 14 · see citing works
“GenAI tools, such as ChatGPT [ 88], Google Gemini (formerly Bard) [48], and Copilot [79], have gained immense popularity and have been incorporated into various domains, including work [27, 40], education [8, 75], programming [39, 116], content creation [54], and accessibility [63, 111].”
Knowledge-enhanced large language models for automatic lesson plan generation
Zheng, Y., Huang, S., Zeng, X., Huang, Y., Liu, Z., & Luo, W. (2025) · Humanities and Social Sciences Communications · doi:10.1057/s41599-025-06004-2 · Cited by 12 · see citing works
ChatGPT in Higher Education: Design Teaching Model Involving ChatGPT
An, Y., Ouyang, W., & Fu, Z. (2023) · Lecture Notes in Education Psychology and Public Media · doi:10.54254/2753-7048/24/20230560 · Cited by 12 · see citing works
Exploring the Use of Generative AI in Education: Broadening the Scope
Jahić, I., Ebner, M., Schön, S., & Edelsbrunner, S. (2024) · Lecture notes in computer science · doi:10.1007/978-3-031-61691-4_19 · Cited by 13 · see citing works
The Vision of University Students from the Educational Field in the Integration of ChatGPT
Cifuentes, S. C., Valverde, E. G., & Caballero, S. C. (2024) · Digital · doi:10.3390/digital4030032 · Cited by 13 · see citing works
“These findings align with [42], whose studies found that students believe using AI tools has a positive impact on the educational process since they reduce the differences between student performance and can improve academic performance.”
ResultYakin, A. M. A., Muthmainnah, M., Apriani, E., Obaid, A. J., & Elngar, A. A. (2023) · Idarah (Jurnal Pendidikan dan Kependidikan) · doi:10.47766/idarah.v7i2.1514 · Cited by 12 · see citing works
A research of the impact of ChatGPT on education
Fu, Y. (2024) · Applied and Computational Engineering · doi:10.54254/2755-2721/35/20230354 · Cited by 12 · see citing works
Zhang, Y., Guo, J., Wang, Y., Li, S., Yang, Q., Zhang, J., & Lu, Z. (2025) · Systems · doi:10.3390/systems13100855 · Cited by 16 · see citing works
Loor, M. A. A., Loor, A. E. Q., Loor, G. V. Q., Intriago, L. A. M., & Escobar, D. R. P. (2024) · Ciencia Latina Revista Científica Multidisciplinar · doi:10.37811/cl_rcm.v8i1.9856 · Cited by 11 · see citing works
Second language writing anxiety and ChatGPT adoption as an automated writing evaluation tool
Liu, Z. (2024) · Journal of Applied Research in Higher Education · doi:10.1108/jarhe-06-2024-0260 · Cited by 11 · see citing works
- Authors
- Malinka, K., Peresíni, M., Firc, A., Hujnák, O., & Janus, F.
- Affiliations
- Brno University of Technology (CZ)
- Brno University of Technology, Brno, Czech Rep
- Venue
- Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 1
- Publisher
- ACM
- Published
- 2023-06-29
- Pages
- 47-53
- OpenAlex
- W4382652828
- Cited by
- 287
- References
- 6
- Citations by year
- 2026: 29 · 2025: 94 · 2024: 113 · 2023: 51
- FWCI
- 73.71
- Type
- conference paper
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE) (publishedVersion, cc-by)
- arXiv (Cornell University) (submittedVersion, cc-by)
- arXiv (Cornell University) (cc-by)
- Funders
- Brno University of Technology (FIT-S-23-8151)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Social Sciences › Safety Research › Academic integrity and plagiarism
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Keywords
- ChatGPT, large language models, academic dishonesty, university education, cybersecurity education, programming exercises, exam cheating, term papers, artificial intelligence in higher education, AI-assisted learning, tool misuse
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