ChatGPT for academic assignments: opportunities, challenges, and student perspectives in the digital classroom

Abstract

Purpose This study explores how ChatGPT is being used in higher education, particularly by undergraduate and postgraduate students for completing assignments. It looks beyond simple usage to understand how the tool shapes students’ digital learning experiences. The research focuses on how key factors – digital literacy, perceived usefulness, ethical awareness, and faculty guidance – contribute to the meaningful and responsible use of ChatGPT in academic work. Design/methodology/approach A total of 304 students participated in the study by responding to a structured questionnaire. To analyze the complex relationships among the core variables, structural equation modeling was used. This approach helped uncover how digital literacy, usefulness perceptions, ethical considerations, and faculty support collectively influence students’ assignment performance when using ChatGPT. Findings The study found that ChatGPT positively contributes to students’ academic performance. It helps those complete assignments more efficiently, supports personalized learning, and enables better management of time and resources. Digital literacy and perceived usefulness were identified as the strongest predictors of effective engagement with ChatGPT. Additionally, ethical awareness and guidance from faculty played an important role in ensuring that students used the tool responsibly and in academically appropriate ways. Originality/value This research offers timely empirical evidence on ChatGPT’s evolving role in digital education. It underscores the need for strengthening students’ digital skills, clearly demonstrating the practical value of AI tools, and embedding ethical understanding through active faculty involvement. Together, these elements can enhance academic performance and encourage responsible, informed adoption of AI in higher education.

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