DOI: https://doi.org/10.59321/BAUETJ.V4I2.19
AUTHOR(S)
Md. Soleman Mollik
ABSTRACT
ChatGPT, a revolutionary AI tool, has significantly impacted higher education, although there is limited research on understanding why students use it and how they perceive its influence on their academic experiences. This study aims to bridge that gap by investigating Bangladeshi tertiary students’ perceptions of ChatGPT use in higher education. Through a qualitative approach, it examines the perceived benefits, potential drawbacks, and factors influencing ChatGPT’s acceptance, along with its impact on learning and cognitive development. In-depth interviews with 50 students from six renowned Bangladeshi universities, collected via convenience and purposive sampling, provide insights into students’ perceptions of ChatGPT. Thematic analysis was conducted using Taguette software, followed by Excel coding to capture perceptions and effects. Findings reveal mixed reactions: some students acknowledge productivity and learning benefits, while others express concerns about over-reliance on AI and its potential effects on higher-order thinking skills. The study suggests that while ChatGPT integration in Bangladeshi higher education could enhance productivity, it requires careful regulation and standardization by educational authorities. Without such measures, students may become overly dependent on AI, potentially impairing critical thinking development. By focusing on both benefits and risks, this study contributes new insights and practical recommendations for stakeholders in Bangladesh’s tertiary education sector.