Assessing Student Readiness and Perceptions of ChatGPT in Learning: A Case Study in Indonesian Higher Education
, Sri Widowati, Desy Puspa RahayuThis study investigates the readiness of higher education students in Indonesia to use ChatGPT for learning and explores its perceived benefits in academic settings. The research aims to identify challenges and opportunities in integrating generative AI into education.
As a rapidly evolving AI technology, ChatGPT presents both opportunities and challenges in higher education. While it offers convenience and personalized support, concerns regarding ethical use, academic integrity, and student dependency remain. Understanding student readiness and attitudes toward ChatGPT is essential for effective and responsible implementation in learning environments.
This study employs a mixed-methods convergent parallel design, collecting both quantitative and qualitative data simultaneously but analyzing them separately. A total of 373 students from diverse universities and disciplines in Indonesia participated. Quantitative data were analyzed using the Rasch measurement model and Winsteps software, while qualitative responses were transcribed and examined through summative content analysis using Quirkos 2.5.3 software. Participants were selected through a purposive sampling approach to ensure a representative distribution across institutions and fields of study.
This study contributes to the growing discourse on AI in education by offering clear, data-driven insights into Indonesian students’ readiness and perceptions of ChatGPT. It reveals that students across diverse regions view ChatGPT as a helpful academic tool, particularly for clarifying complex concepts, reducing stress, and supporting independent learning. These findings provide actionable guidance for educators and policymakers, highlighting the urgent need for AI literacy programs and ethical use policies. The study lays a strong empirical foundation for larger-scale, longitudinal research on AI integration in higher education by presenting these concrete patterns.
The findings indicate a generally high level of student readiness to use ChatGPT in learning contexts. Students perceive ChatGPT as a valuable tool for completing assignments, clarifying complex concepts, and reducing academic stress. However, concerns were also raised regarding its potential impact on critical thinking skills and the need for clear ethical guidelines. These findings provide preliminary evidence that can support the development of institutional strategies and future research directions.
For educators and institutions, it is crucial to develop structured policies and ethical guidelines for ChatGPT use in academic contexts. Assignments should be designed to promote higher-order thinking skills, such as creativity and problem-solving, rather than mere fact recall. Additionally, AI literacy training should be incorporated into curricula to help students critically evaluate AI-generated content.
For researchers, future studies should explore the readiness of educators to integrate ChatGPT into teaching and assess its long-term impact on student learning outcomes, including critical thinking and problem-solving skills. Investigating how ChatGPT can be effectively embedded within existing learning management systems could further enhance its educational potential.
By identifying both the benefits and challenges of ChatGPT in higher education, this study informs policies and best practices for AI adoption in academia. Addressing issues of digital equity, ethical concerns, and pedagogical strategies can help create a more balanced and effective AI-assisted learning environment, ultimately improving the quality of education and teaching methodologies.
Further research should investigate how ChatGPT influences long-term student engagement, skill development, and academic performance. Studies should also examine institutional readiness, faculty perspectives, and AI’s role in fostering more interactive and adaptive learning experiences.
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