article · Journal of Curriculum Studies Research
Postgraduate students in developing nations increasingly rely on artificial intelligence tools such as ChatGPT to support academic achievement. An investigation into the experiences of ten master's students across two historically disadvantaged universities in South Africa examined how these tools influence research and studies. The findings reveal that students actively use ChatGPT to refine research topics prior to submitting them to supervisors. In addition, the tool assists students with academic writing by detecting grammatical errors and providing paraphrasing support, which helps improve overall writing skills. Because of these observed benefits and the growing reliance on generative tools, the findings highlight the need for universities to immediately formulate innovative policies governing the ethical use of artificial intelligence. Such frameworks are necessary to guide students towards responsible and effective integration of these technologies in higher education.
As artificial intelligence tools become widespread in higher education, understanding how students actually use them is vital. Insights from historically disadvantaged universities demonstrate that students gain practical assistance with research design and language refinement. This underscores the urgency for higher education institutions to create clear ethical guidelines that support student learning while ensuring the integrity of academic work.
The abstract does not indicate a commercialisation or technology application pathway, focusing instead on qualitative student perceptions and university ethical policy recommendations.
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Postgraduate students in developing nations, such as South Africa, are increasingly leveraging artificial intelligence tools like ChatGPT to elevate their academic success in the era of the fourth industrial revolution. This study aims to explore postgraduate students' perceptions of the benefits associated with the utilisation of artificial intelligence tools, with a specific focus on ChatGPT, in their academic success in South Africa’s historically disadvantaged universities. Employing a qualitative approach, the study aims to gain a deeper understanding of postgraduate views on this subject. The sample size comprised 10 postgraduate students pursuing master's degrees within the two selected South Africa’s historically disadvantaged universities, selected through purposive sampling. Semi-structured interviews were conducted to gather insights from the postgraduate students. Thematic analysis was employed to analyse the collected data. The study's findings shed light on the significant advantages of incorporating ChatGPT in students' academic journey with special focus on research success. The study found that ChatGPT proves beneficial for postgraduate students, with some utilising the AI tool to refine their research topics before submission to their supervisors. Moreover, ChatGPT assists postgraduate students in identifying grammatical errors and paraphrasing their academic writing, contributing to the enhancement of their writing skills. In light of these findings, the study recommends the immediate development of an innovative AI ethical use policy in South Africa’s historically disadvantaged universities. This policy should emphasise ethical guidelines for postgraduate students when utilising AI tools, such as ChatGPT to ensure responsible and effective integration into their academic success.
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DOI: 10.46303/jcsr.2024.4
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