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Cited by 376Artificial Intelligence in EducationArtificial Intelligence in Healthcare and EducationEthics and Social Impacts of AI

Higher education students’ perceptions of ChatGPT: A global study of early reactions

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Ravšelj, Dejan, Keržič, Damijana, Tomaževič, Nina, Umek, Lan, Brezovar, Nejc, A. Iahad, Noorminshah, Abdulla, Ali Abdulla, Akopyan, Anait +141 more·2025·PLOS ONE
DOI 10.1371/journal.pone.0315011PMC PMC11798494
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Abstract

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.

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  • In surveys, about half of students say AI chatbots improve their learning.

    “In surveys, about half of students say AI chatbots improve their learning (Stöhr et al., 2024; Ravšelj et al., 2025).”

    From Experimental Evidence on the Learning Impact of Generative AI (2026) · cites this paper as Ravšelj et al., 2025

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Ravšelj, D., Keržič, D., Tomaževič, N., Umek, L., Brezovar, N., A. Iahad, N., Abdulla, A. A., Akopyan, A., Aldana Segura, M. W., AlHumaid, J., Allam, M. F., Alló, M., Andoh, R. P. K., Andronic, O., Arthur, Y. D., Aydın, F., Badran, A., Balbontín-Alvarado, R., Ben Saad, H., Bencsik, A., Benning, I., Besimi, A., Bezerra, D. D. S., Buizza, C., Burro, R., Bwalya, A., Cachero, C., Castillo-Briceno, P., Castro, H., Chai, C. S., Charalambous, C., Chiu, T. K. F., Clipa, O., Colombari, R., Corral Escobedo, L. J. H., Costa, E., Crețulescu, R. G., Crispino, M., Cucari, N., Dalton, F., Demir Kaya, M., Dumić-Čule, I., Dwidienawati, D., Ebardo, R., Egbenya, D. L., Faris, M. E., Fečko, M., Ferrinho, P., Florea, A., Fong, C. Y., Francis, Z., Ghilardi, A., González-Fernández, B., Hau, D., Hossain, M. S., Hug, T., Inasius, F., Ismail, M. J., Jahić, H., Jessa, M. O., Kapanadze, M., Kar, S. K., Kateeb, E. T., Kaya, F., Khadri, H. O., Kikuchi, M., Kobets, V. M., Kostova, K. M., Krasmane, E., Lau, J., Law, W. H. C., Lazăr, F., Lazović-Pita, L., Lee, V. W. Y., Li, J., López-Aguilar, D. V., Luca, A., Luciano, R. G., Machin-Mastromatteo, J. D., Madi, M., Manguele, A. L., Manrique, R. F., Mapulanga, T., Marimon, F., Marinova, G. I., Mas-Machuca, M., Mejía-Rodríguez, O., Meletiou-Mavrotheris, M., Méndez-Prado, S. M., Meza-Cano, J. M., Mirķe, E., Mishra, A., Mital, O., Mollica, C., Morariu, D. I., Mospan, N., Mukuka, A., Navarro Jiménez, S. G., Nikaj, I., Nisheva, M. M., Nisiforou, E., Njiku, J., Nomnian, S., Nuredini-Mehmedi, L., Nyamekye, E., Obadić, A., Okela, A. H., Olenik-Shemesh, D., Ostoj, I., Peralta-Rizzo, K. J., Peštek, A., Pilav-Velić, A., Pires, D. R. M., Rabin, E., Raccanello, D., Ramie, A., Rashid, M. M. U., Reuter, R. A. P., Reyes, V., Rodrigues, A. S., Rodway, P., Ručinská, S., Sadzaglishvili, S., Salem, A. A. M. S., Savić, G., Schepman, A., Shahpo, S. M., Snouber, A., Soler, E., Sonyel, B., Stefanova, E., Stone, A., Strzelecki, A., Tanaka, T., Tapia Cortes, C., Teira-Fachado, A., Tilga, H., Titko, J., Tolmach, M., Turmudi, D., Varela-Candamio, L., Vekiri, I., Vicentini, G., Woyo, E., Yorulmaz, Ö., Yunus, S. A. S., Zamfir, A.-M., Zhou, M., & Aristovnik, A.
Affiliations
  • University of Ljubljana (SI)
  • State University of Zanzibar (TZ)
  • Southern Federal University (RU)
  • Imam Abdulrahman Bin Faisal University (SA)
  • Ain Shams University (EG)
  • Universidade da Coruña (ES)
  • University of Cape Coast (GH)
  • Carol Davila University of Medicine and Pharmacy (RO)
  • University of Skills Training and Entrepreneurial Development (GH)
  • Sivas Cumhuriyet Üniversitesi (TR)
  • University of Bío-Bío (CL)
  • University of Pannonia (HU)
  • South East European University (MK)
  • University of Brescia (IT)
  • University of Verona (IT)
  • Kwame Nkrumah University (ZM)
  • University of Alicante (ES)
  • Universidad de Los Andes (CO)
  • Chinese University of Hong Kong (HK)
  • European University Cyprus (CY)
  • Ştefan cel Mare University of Suceava (RO)
  • Universitat Internacional de Catalunya (ES)
  • Lucian Blaga University of Sibiu (RO)
  • Sapienza University of Rome (IT)
  • University of the Fraser Valley (CA)
  • University North (HR)
  • Binus University (ID)
  • De La Salle University (PH)
  • Applied Science Private University (JO)
  • University of Pavol Jozef Šafárik (SK)
  • Universidade Nova de Lisboa (PT)
  • Yamanashi Gakuin University (JP)
  • Ibero-American University Puebla (MX)
  • University of Luxembourg (LU)
  • Hajee Mohammad Danesh Science and Technology University (BD)
  • Universität Innsbruck (AT)
  • University of Sarajevo (BA)
  • Delta State University (NG)
  • Ilia State University (GE)
  • King George's Medical University (IN)
  • Al-Quds University (PS)
  • Atatürk University (TR)
  • Meiji University (JP)
  • Kherson State University (UA)
  • Technical University of Sofia (BG)
  • Alberta College (LV)
  • University of Bucharest (RO)
  • Jiaying University (CN)
  • Universidad Indoamérica (EC)
  • Nueva Ecija University of Science and Technology (PH)
  • University of Rwanda (RW)
  • Universidad Vasco de Quiroga (MX)
  • Riga Technical University (LV)
  • Mukuba University (ZM)
  • Fan Noli University (AL)
  • University of Nicosia (CY)
  • University of Dar es Salaam (TZ)
  • Mahidol University (TH)
  • University of Zagreb (HR)
  • Minia University (EG)
  • University of Economics in Katowice (PL)
  • Escuela Superior Politecnica del Litoral (EC)
  • University of Cape Verde (CV)
  • Open University of Israel (IL)
  • Poltekkes Kemenkes Banjarmasin (ID)
  • Patuakhali Science and Technology University (BD)
  • University of Chile (CL)
  • Universidade Politécnica de Viana do Castelo (PT)
  • University of Chester (GB)
  • Sadat Academy for Management Sciences (EG)
  • University of Belgrade (RS)
  • Université Oran 1 Ahmed Ben Bella (DZ)
  • Eastern Mediterranean University (CY)
  • Sofia University "St. Kliment Ohridski" (BG)
  • University of East London (GB)
  • Meiji Gakuin University (JP)
  • University of Tartu (EE)
  • Universitas Muhammadiyah Metro (ID)
  • Manchester Metropolitan University (GB)
  • Istanbul University (TR)
  • Midlands State University (ZW)
Corresponding author
  • Ravšelj, Dejan
  • Keržič, Damijana
  • Tomaževič, Nina
  • Umek, Lan
  • Aristovnik, Aleksander
ORCID
Venue
PLOS ONE
Publisher
Public Library of Science (PLoS)
Published
2025-02-05
Volume
20
Issue
2
Pages
e0315011
ISSN
1932-6203 (ISSN-L)
DOI
10.1371/journal.pone.0315011
PMC
PMC11798494
OpenAlex
W4407172847
Cited by
376
References
55
Citations by year
2026: 268 · 2025: 106 · 2024: 1 · 2023: 1
FWCI
239.03
Type
journal article
Language
en
Update notices
correction (2026-05-20)
Open access
Licence
Locations
  • PLoS ONE (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • Hispana (publishedVersion, cc-by)
  • e-space (Manchester Metropolitan University) (acceptedVersion)
  • e-space (Manchester Metropolitan University) (submittedVersion)
  • Universidad de Córdoba Insitutional Repository (Universidad de Córdoba) (submittedVersion, cc-by-nc-nd)
  • IRIS Research product catalog (Sapienza University of Rome) (submittedVersion, cc-by)
  • Universidad de Chile (submittedVersion, cc-by-nc-nd)
  • Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT) (submittedVersion, cc-by)
  • Ataturk University - AVESIS (submittedVersion)
  • RePEc: Research Papers in Economics (submittedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • Figshare (submittedVersion, cc-by)
  • Eastern Mediterranean University Institutional Repository (Eastern Mediterranean University) (submittedVersion, cc-by-nc-nd)
  • Institutional Research Information System (Università degli Studi di Brescia) (submittedVersion, other-oa)
  • Open Repository and Bibliography (University of Luxembourg) (submittedVersion, other-oa)
  • Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT) (submittedVersion, other-oa)
  • RUA, Repositorio Institucional de la Universidad de Alicante (Universidad de Alicante) (submittedVersion, cc-by)
Funders
Slovenian Research and Innovation Agency (P5-0093, Z5-4569)
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
  • Social Sciences › Safety Research › Ethics and Social Impacts of AI
Keywords
ChatGPT, student perceptions, university students, generative AI in education, AI literacy, academic dishonesty, plagiarism, AI regulation, critical thinking, sociodemographic differences, remote work, digital skills
MeSH terms
Generative Artificial Intelligence, Adult, Female, Humans, Learning, Male, Perception, Students, Young Adult

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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