Students and ChatGPT: Insights from the University of Zurich

Abstract

The widespread adoption of generative Artificial Intelligence (AI) tools like ChatGPT in higher education has sparked global debate about their impact on student learning. While ChatGPT’s potential to enhance academic performance is recognized, concerns remain about overreliance and ethical risks. This report presents insights into how students at the University of Zurich (UZH) use and experience ChatGPT in academic contexts. Drawing on data from a global survey initiative, I analyzed responses from 446 UZH students across disciplines. The report outlines patterns of use, perceived cognitive and educational capabilities, emotional responses, and concerns about ethical implications. Quantitative analyses reveal that ChatGPT is widely used for tasks like summarizing, proofreading, and coding, with notable differences by study field and learning setting. Most students perceive ChatGPT as helpful and report positive emotional experiences, yet remain cautious about its reliability and motivational benefits. Frequent users tend to evaluate the tool more positively and express fewer concerns. Our findings highlight a complex balance between opportunity and risk. While generative AI holds promise for enhancing learning and skill development, institutions must provide clear guidelines, foster AI literacy, and ensure ethical integration. These efforts are essential for preparing students to navigate AI-enhanced academic and professional environments responsibly.

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