ORIGINAL RESEARCH article
Front. Artif. Intell.
Sec. AI for Human Learning and Behavior Change
Volume 8 - 2025 | doi: 10.3389/frai.2025.1611183
This article is part of the Research TopicAI Innovations in Education: Adaptive Learning and BeyondView all 21 articles
The Perceived Impact of Artificial Intelligence on Academic Learning
Provisionally accepted
- University POLITEHNICA Bucharest, Bucharest, Romania
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Generative artificial intelligence, such as ChatGPT, is transforming higher education by enabling personalized learning while raising ethical challenges. This study explores how technical university students perceive and utilize ChatGPT in academic tasks, focusing on motivation, learning outcomes, and ethical awareness. Using the Technology Acceptance Model and Self-Determination Theory, the research surveyed eighty-four students from a technical university via a 5-point Likert-scale questionnaire. The results indicate that ChatGPT helps students work faster and understand concepts better, but the difficulty in checking sources raises ethical concerns like plagiarism. By examining ChatGPT's role in STEM education, this study points out the need for AI literacy training and institutional policies to ensure responsible use. The findings offer practical insights for educators to integrate AI tools effectively, fostering critical thinking and academic integrity in technology-driven learning environments.
Keywords: ChatGPT, Education, competences, AI literacy, AI support in academic performance, personalized learning
Received: 13 Apr 2025; Accepted: 09 Sep 2025.
Copyright: © 2025 Dogaru, Pisică, Popa, Răgman and Tololoi. 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: Mariana Dogaru, University POLITEHNICA Bucharest, Bucharest, Romania
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.