Exploring Knowledge, Will, Skills, Technological Support, and Use of ChatGPT in Higher Education

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.

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