Transforming higher education: ChatGPT as a tool for enhanced communication and collaboration

Abstract

Purpose The purpose of the study is to examine the transformative potential of ChatGPT in Ghana's higher education sector, focussing on its role in enhancing communication, collaboration, and academic integrity. Design/methodology/approach A cross-sectional survey was conducted among 100 academic and non-academic staff members from four institutions: the University of Environment and Sustainable Development (UESD), Central University, Koforidua Technical University and Fosu College of Education (FCE). The sample was proportionately stratified based on the staff distribution at each institution. Findings The study reveals that 90.2% of participants were aware of ChatGPT, with 85.5% being familiar with its academic research and teaching capabilities. While the platform was recognised for its ability to improve student-teacher interactions, streamline administrative tasks, and personalise learning, 67% of respondents expressed concerns about ChatGPT's potential to foster plagiarism, and 45% raised issues related to biases and inaccuracies in AI-generated content. Research limitations/implications This study is limited by its cross-sectional design, which captures perceptions at a single point in time, potentially overlooking evolving attitudes towards ChatGPT in higher education. Additionally, the sample size of 100 participants, though diverse, may not fully represent the broader academic landscape in Ghana. Future research should adopt longitudinal approaches and expand the sample to include students and policymakers. Moreover, qualitative insights could further explore the nuanced implications of AI adoption, addressing concerns related to bias, plagiarism, and ethical usage in educational settings. Practical implications The findings highlight the necessity for higher education institutions to develop clear policies and training programs on the responsible use of ChatGPT. Universities and colleges can leverage AI to improve administrative efficiency, facilitate knowledge sharing, and personalise learning experiences. However, the concerns raised about plagiarism and biases suggest the need for faculty development programs and AI literacy workshops. Institutions should also explore AI-driven plagiarism detection tools and ethical guidelines to ensure that ChatGPT is used as a complement to, rather than a replacement for, critical thinking and academic integrity. Social implications ChatGPT’s integration into higher education can bridge communication gaps between students and faculty, fostering a more interactive and inclusive learning environment. However, concerns about bias in AI-generated content highlight the broader issue of digital equity and the potential reinforcement of existing socio-cultural prejudices. Policymakers and educators must work towards promoting AI literacy to ensure equitable access and mitigate potential misinformation. Additionally, discussions on AI ethics should be incorporated into curricula to prepare students for responsible AI use in academic and professional settings. Originality/value This study contributes to the growing discourse on AI in education by offering empirical insights into ChatGPT's perceived benefits and challenges in Ghana's higher education sector. Unlike existing literature that largely focuses on AI's global impact, this research contextualises the discussion within a developing country, shedding light on unique institutional and ethical concerns. By emphasising the need for a balanced approach to AI integration, the study provides valuable recommendations for academic administrators, policymakers, and educators striving to harness AI's potential while safeguarding academic integrity.

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