CHATGPT ACCEPTANCE IN HIGHER EDUCATION AND IMPLICATIONS FOR STUDENT EMPLOYABILITY: A COMPARISON BETWEEN SLOVENIA AND THE UNITED KINGDOM (BI-VB/25-27-015)
Head of the research group: doc. dr. Dejan Ravšelj
A conversational chatbot, ChatGPT, introduced in November 2022, was one of the first artificial intelligence technologies of its kind to be made public in an easily understandable manner, and consequently, it quickly grew in popularity among higher education students. Despite facing challenges that include copyright issues, bias, fairness, excessive reliance by students, and concerns over data privacy and security, there is a belief that ChatGPT will become an integral part of higher education. Consequently, some educational practitioners recommend engaging students with ChatGPT rather than prohibiting its use. Namely, ChatGPT offers numerous benefits, including real-time feedback and guidance to help students stay on track and overcome challenges. Additionally, it provides personalized support tailored to individual goals, potentially enhancing skill development and consequently improving student employability. Therefore, a comprehensive examination across various higher education systems, including those in Slovenia and the United Kingdom, is urgently needed. Consequently, the research will enhance understanding of ChatGPT challenges and opportunities in higher education.
The primary aim of this research is to examine student perceptions of ChatGPT acceptance in higher education and implications for student employability from a comparative perspective between Slovenia and the United Kingdom. The research will be based on survey data covering student perceptions of different aspects relevant to the challenges and opportunities related to ChatGPT acceptance in higher education. In this context, selected methodological approaches, such as t-test, ANOVA, regression analysis, factor analysis, and structural equation modeling, will be applied in order to ensure a comprehensive comparative analysis between Slovenia and the United Kingdom. Therefore, the evidence-based findings will reveal current and possible future trends in higher education in both countries.
Duration (from/to):
from 1. 1. 2025 to 31. 12. 2026
Contracting Authority:
Slovenian Research and Innovation Agency
Project Partner:
University of Chester
Financing:

Members of the research group:
doc. dr. Dejan Ravšelj (vodja)
Members of the research group in the partner country:
dr. Astrid Schepman
dr. Paul Rodway
dr. Jackie Potter
Laura Milne
Objectives of bilateral cooperation activities
Launched in November 2022, ChatGPT was one of the first AI technologies of its kind to be made publicly available in an easy-to-understand way, and as a result it quickly became popular among university students. Despite challenges including copyright issues, bias, fairness, over-reliance by students, and concerns about data privacy and security, there is a belief that ChatGPT will become an integral part of higher education. As a result, some education practitioners recommend engaging students in ChatGPT rather than banning its use. Indeed, ChatGPT offers a number of benefits, including real-time feedback and guidance to help students stay on track and overcome challenges. In addition, it provides personalised support tailored to individual goals, which can enhance skills development and consequently improve students’ employability. A comprehensive review of the different higher education systems, including in Slovenia and the UK, is therefore urgently needed. As a result, the research will improve understanding of the challenges and opportunities of ChatGPT in higher education.
The primary aim of this research is to examine student perceptions of the adoption of ChatGPT in higher education and the implications for student employability from a comparative perspective between Slovenia and the UK. The research will be based on survey data capturing student perceptions of various aspects relevant to the challenges and opportunities associated with the adoption of ChatGPT in higher education. In this context, selected methodological approaches such as t-test, ANOVA, regression analysis, factor analysis and structural equation modelling will be used to provide a comprehensive comparative analysis between Slovenia and the UK. Therefore, evidence-based findings will reveal current and possible future trends in higher education in both countries.