ChatGPT, ally or enemy? Personal appraisal, beliefs, challenges, and applications in higher education: a mixed-method approach

Nuria Pérez-Romero; Lorena  Martínez-Ulloa; Mauricio Quidel; Fabián Sandoval-Ríos

doi:10.1590/1983-3652.2026.62724

Autores/as

Nuria Pérez-Romero Universidad Andrés Bello https://orcid.org/0000-0003-2070-5422
Lorena Martínez-Ulloa Universidad Andrés Bello https://orcid.org/0000-0002-8788-4376
Mauricio Quidel Universidad Andrés Bello https://orcid.org/0009-0005-9450-5265
Fabián Sandoval Universidad Andrés Bello https://orcid.org/0009-0007-4217-4665

DOI:

https://doi.org/10.1590/1983-3652.2026.62724

Palabras clave:

Higher education, Artificial intelligence, Beliefs, Technology

Resumen

This study analyzes personal appraisal, beliefs, challenges, concerns, and applications regarding ChatGPT among students and academic staff from the Faculty of Rehabilitation Sciences at Andrés Bello University in Chile. Using a mixed-methods approach, surveys (n = 472) and focus groups revealed diverse attitudes toward ChatGPT. While participants highlighted its potential to enhance learning, streamline tasks, and create educational materials, important challenges related to ethical use, dependency, accuracy, and critical thinking emerged. Findings emphasize the importance of teacher training, ethical guidelines, and strategies to foster technological literacy and critical evaluation of information. The study underscores the need for balanced integration of ChatGPT as a complementary tool in higher education, ensuring that its use aligns with pedagogical objectives and promotes meaningful learning experiences. These insights contribute to the growing discourse on artificial intelligence (AI) in education, providing a foundation for future research on the responsible adoption of AI technologies.

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