Teachers’ and students’ use of ChatGPT at Social science faculty in the public and private Universities of Bangladesh

Abstract

<ns3:p>Background Bangladesh is an emerging country where teachers and students of public and private universities have started using technology in the classrooms. Many teachers and students of social science faculty have an inclination to use ChatGPT for educational and research purposes. By focusing on this specific context, the study aims to bring insights into the perception and integration of ChatGPT into the educational practices in an emerging country. Methods This study employed a mixed method approach. Quantitative data were collected through questionnaire survey from 402 teachers and 440 students of eight different public and private universities following a stratified sampling approach. A convenience sampling technique was followed with a view to collecting qualitative data through in-depth interviews of 32 participants, including 16 teachers and 16 students from both public and private universities. Results The research presents that students and teachers both have proficiency, but there is a gap in expertise. Students perceive ChatGPT as beneficial for better learning outcomes, and teachers find it helpful in preparing for classes and instructional materials. Both teachers and students consider ChatGPT requirng minimal effort. Though students are influenced by their peers to use it, teachers are not. On the other hand, teachers have more behavioral intentions to use it in the future than the students have. Yet worries over ethical use, reliance, and information accuracy prevail. High cost and language barriers are also listed as reasons for level of accessibility . Conclusion The findings of this study have significant implications for the development of policies, research endeavors, and teaching-learning practices in the higher education sector covering both public and private universities in Bangladesh and similar contexts.</ns3:p>

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