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BRIEF RESEARCH REPORT article
Front. Educ.
Sec. Digital Learning Innovations
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1580310
Education Students' Uses of ChatGPT for Personal and Academic Purposes: A Developing Country Perspective
Provisionally accepted- Al-Hussein Bin Talal University, Ma'an, Jordan
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Generative Artificial Intelligence (AI) has become popular and has changed how we do things. Generative AI has an impact on educational systems. One of the popular types of Generative AI is ChatGPT. Using ChatGPT presents both benefits and challenges for students. It is important to understand how our students are using this technology. This study examines Jordanian education students' use of ChatGPT for personal and academic purposes and the differences in usage based on gender and academic level. The study followed a descriptive research design in which 134 participants completed an online questionnaire. The results showed that students' use of ChatGPT for personal and academic purposes was generally moderate, with tasks such as generating translations and writing prompts to generate short, creative ideas or themes for writing assignments being the most frequently used features. Students' use of ChatGPT for personal purposes slightly exceeded their academic use of the tool, but no significant differences were observed based on gender or academic level. Despite the proven benefits of ChatGPT, the findings highlight that ChatGPT is not yet fully integrated into students' routines. Tailored training and awareness initiatives could enhance its adoption for personal and academic purposes among university students.
Keywords: ChatGPT, AI in Education, Education students, Personal use, Academic use, Jordan
Received: 05 Mar 2025; Accepted: 14 Apr 2025.
Copyright: © 2025 Gasaymeh, Abu Qbeita and AlMohtadi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: AlMothana Gasaymeh, Al-Hussein Bin Talal University, Ma'an, Jordan
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.