Teachers’ and students’ use of ChatGPT at Social science faculty in the public and private Universities of Bangladesh

Abstract

Background: Bangladesh is an emerging country where teachers and students of public and private universities have started using technology in the classrooms. Many teachers and students of social science faculty have an inclination to use ChatGPT for educational and research purposes. This study, centering on this specific context, aims to provide insights into the perception and integration of ChatGPT into the educational practices of an emerging country. Methods: This study employed a mixed method approach. Quantitative data were collected through questionnaire survey from 402 teachers and 440 students of eight different public and private universities following a stratified sampling approach. A convenience sampling technique was followed with a view to collecting qualitative data through in-depth interviews of 32 participants, comprising 16 teachers and 16 students from both public and private universities. Results: The study presents that students and teachers both have proficiency, yet a gap in expertise persists. Students perceive ChatGPT as beneficial for better learning outcomes, and teachers find it helpful in preparing for classes and instructional materials. Both teachers and students regard ChatGPT requiring minimal effort. While peer influence drives students to use it, this factor does not influence teachers. However, teachers express stronger behavioral intentions to use it in the future compared to students. Nevertheless, ethical use, reliance, and information accuracy continue to raise concerns. Besides, high cost and language barriers are also listed as reasons for limiting accessibility. Conclusion: The findings of this study have significant implications for the development of policies, research endeavors, and teaching-learning practices in the higher education sector covering both public and private universities in Bangladesh and other similar contexts.

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