Implications of ChatGPT for higher education institutions: exploring Nepali university students’ perspectives

Abstract

AI-powered ChatGPT has sparked considerable discussion in media, academia, and the scientific community of late. This empirical study reports on how higher education (HE) students in Nepal have utilized, experienced, and perceived this technology. This study, based on a qualitative design, utilized semi-structured interviews with university students to generate the overall study data. Our interviewees identified both positive and negative consequences of adopting ChatGPT in learning and writing activities. The key findings from the study indicated that although HE students in Nepal have overall positive perceptions and experiences of utilizing ChatGPT in learning and writing activities, the technology is equally subject to misuse. In particular, how students in HE have utilized ChatGPT has raised serious concerns about its negative impacts on their creativity, writing habits and skills, and independent research abilities. Implications of research findings are discussed concerning the roles and responsibilities of educators and policymakers to mitigate the risks associated with academic honesty and integrity within HE institutions.

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