ChatGPT in academia: exploring university students’ risks, misuses, and challenges in Jordan

ABSTRACT

ChatGPT, a user-friendly and accessible AI tool, offers a revolutionary approach to academic learning. In spite of its benefits, the implementation of ChatGPT into university assignments presents possible risks for students. While extensive global research has studied these risks from students’ perspectives, a notable gap exists in comprehending academics’ standpoints, specifically, in Jordan. This study addresses this gap by conducting semi-structured interviews with 25 academics from various professional backgrounds in both public and private Jordanian universities. Thematic analysis revealed four key risks associated with ChatGPT integration: plagiarism and compromised originality; overdependency on technology; diminished critical thinking skills; and reduced overall assignment quality. The study suggests risk mitigation strategies, including using plagiarism detection software, implementing disciplinary measures upon discovering students resorting to ChatGPT for assignments, raising awareness about ChatGPT’s advantages and risks, and establishing clear guidelines for usage within Jordanian academic institutions. Theoretical contributions encompass filling a literature gap by recognising risks from academics’ perspectives in Jordan and providing deeper insights into their impact on student learning. Practically, the findings emphasise the need of applying guidelines to prevent ChatGPT misuse, thus, enhancing the learning and teaching environment. Recognising study limitations, for instance, context specificity and methodology, underlines the necessity for future research to explore diverse educational contexts and employ mixed methodologies for a more comprehensive understanding of ChatGPT’s impacts on education in Jordan.

KEYWORDS:

• Risk
• ChatGPT
• Jordan
• education
• university students
• misuses

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/0309877X.2024.2378298

Additional information

Notes on contributors

Leen Adel Gammoh

Leen Adel Gammoh is an Assistant Professor in Risk Management at the American University of Madaba, Madaba, Jordan, and the Head of the Business Administration department. Prior to joining the AUM, she worked as a part time lecturer within the Southampton Business School, at the University of Southampton, UK. Leen holds a Ph.D. in Risk Management, an M.Sc. in International Management both from the University of Southampton, UK, and a B.Sc. in Accounting from the AUM. She holds also the status of Associate Fellow of the UK Professional Standards Framework for teaching and learning support in higher education (AFHEA).