ChatGPT in the Classroom: Student Perceptions and Learning Experiences in Higher Education

Abstract

ChatGPT has opened new opportunities for enhancing teaching and learning in higher education, including South African universities. This research examines how students perceive and experience ChatGPT in academic learning, as well as its implications for the ethical, pedagogical, and disciplinary integration in higher education. This study investigates students' perceptions through a mixed-methods approach, combining survey data with Focus Group Discussions (FGDs). A sequential explanatory approach was adopted to allow survey findings to inform the qualitative stage. The study population comprised undergraduate students from multiple programmes in two South African universities. Through convenience sampling, 248 participants completed the survey, while purposive sampling recruited 36 students for FGDs to obtain deeper insights. A Technology Acceptance Model (TAM)-based thematic analysis was integrated with descriptive statistics to support analytical rigour. Findings show that students generally view ChatGPT positively for increasing engagement, stimulating creativity, and supporting personalised learning, though perceived benefits vary across disciplines. Students highlighted its usefulness for understanding complex subjects and completing assignments, but raised concerns about academic integrity, overreliance on Artificial Intelligence (AI), and potential erosion of critical thinking. The results suggest that while ChatGPT can enrich learning, its integration requires deliberate pedagogical planning. In South African higher education, educators must establish guidelines for the ethical use of AI, embed AI literacy into curricula, and design assessments that promote authentic learning. The study emphasises balancing innovation with academic integrity and fostering dialogue between students and educators to responsibly harness the potential of ChatGPT.

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