Exploring knowledge, will, skills, technological support, and use of ChatGPT in higher education: A cross-sectional survey
Document Type
Book Chapter
ISBN
9798369379493
Editor
Gamze Sart and Funda Hatice Sezgin
Publication (Name of Journal)
AI Adoption and Diffusion in Education
Department
Institute for Educational Development, Karachi
DOI
10.4018/979-8-3693-7949-3.ch013
Publisher
IGI Global Scientific Publishing
City
Hershey
Abstract
The rise of Generative AI chatbots like ChatGPT has sparked debate about their role in higher education. This cross-sectional survey examined students' perceived knowledge, willingness, skills, technological support, and usage of ChatGPT. Using the KWSTU questionnaire, data from 1,218 university students in Sindh, Pakistan, revealed high knowledge and willingness but moderate skill and usage levels. The ChatGPT was reported to have been used for different purposes including reading, writing, and classroom participation. Technological support remained at the lowest end suggesting that the universities were not providing enough support for creating awareness about and necessary orientation to use ChatGPT. Further analysis showed that willingness, skills, and technological support positively predict ChatGPT usage, with willingness being the strongest predictor. Public university students showed a greater inclination to use ChatGPT, while gender had no impact. These findings suggest implications for policy, practice, and research in higher education as AI continues to advance rapidly.
Recommended Citation
Bhutta, S. M., Ahmad, S., Ansari, A. N., Ahmed, A., & Ali, K. Q. (2025). Exploring Knowledge, Will, Skills, Technological Support, and Use of ChatGPT in Higher Education: A Cross-Sectional Survey. In G. Sart & F. Sezgin (Eds.), AI Adoption and Diffusion in Education (pp. 359-382).
