Students’ perceptions of ChatGPT use in higher education in Lebanon and Palestine: a comparative study

Abstract

As generative AI tools like ChatGPT become increasingly integrated into academic settings, understanding students’ perspectives is critical—particularly in underrepresented regions such as Lebanon and Palestine. A mixed-methods approach using survey data and thematic analysis of in-depth interviews was employed to analyze students’ perceived benefits and concerns related to ChatGPT use. Data were collected from 453 participants majoring in various fields enrolled in both semesters of the 2023–2024 academic year at one university in Lebanon (N = 243) and a university in Palestine (N = 210). The quantitative results showed that most participants understood ChatGPT’s limitations, such as its potential to generate inaccurate responses, while also recognizing its timesaving and learning-enhancing capabilities. In particular, students from Palestine reported concerns about ChatGPT’s out-of-context translations, specifically with a culturally specific language, whereas Lebanese students were more focused on the tool’s limitations in creative and critical tasks. These results suggest the potential value of developing university policies and instructor guidelines on responsible AI use, balancing the advantages of ChatGPT with careful attention to its ethical and educational implications. This study contributes to the understanding of AI’s role in higher education in Lebanon and Palestine by offering recommendations for integrating generative AI technologies to support student learning while mitigating potential disadvantages.

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