Students’ attitudes toward the use of ChatGPT in academic activities: results of an empirical study

Abstract

Objective: to identify the attitude students toward the use of ChatGPT in academic activities.

Materials and Methods. An empirical study was conducted among 185 students from various faculties and courses at Polessky State University. A survey was used to assess the frequency and ways of using ChatGPT, as well as students’ perceptions of its influence on the learning process.

Results:

1. ChatGPT is actively integrated into academic activities and has become an integral part of students’ educational practice.
2. A gap persists between students and faculty regarding the frequency and culture of AI use.
3. There is no open dialogue or standardized guidelines for using ChatGPT in education.
4. Most students perceive ChatGPT as an educational resource rather than a threat to the quality of learning.
5. The effectiveness of ChatGPT usage is linked to students’ level of academic motivation.
6. The unregulated status of AI in education increases the risk of academic dishonesty.
7. Using ChatGPT requires pedagogical reflection and the development of ethical standards for its application.

Conclusion. The study showed that ChatGPT has become a widespread and stable element of students’ educational practice. Its use extends beyond episodic engagement and represents a new form of academic activity.The absence of clear regulations, ethical codes, and methodological recommendations for using ChatGPT creates a contradictory situation, in which students must independently determine the boundaries of acceptable use.When internal motivation is high, AI supports the development of cognitive functions; when it is low, it may lead to superficial learning. Pedagogical practice requires a reconsideration of approaches to organizing learning activities to ensure that AI use stimulates rather than replaces thinking. A promising direction for future research is to analyze the impact of ChatGPT on the development of students’ metacognitive skills, reflection, and academic integrity.