Development and Validation of a Survey Instrument on Knowledge, Attitude, and Practices (KAP) Regarding the Educational Use of ChatGPT among Preservice Teachers in the Philippines

,; Robledo, Dave Arthur R.; Zara, Celso G.; Montalbo, Sherryl M.; Gayeta, Norrie E.; Gonzales, Abegail L.; Escarez, Mary Grace A.; Maalihan, Erma D.

doi:10.18178/ijiet.2023.13.10.1965

Cited by 5 publications

(2 citation statements)

References 36 publications

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“…Additionally, there's a call for the formulation of national policies to overcome the complexities introduced by the advancement of artificial intelligence in education (Cebrián-Robles et al, 2023). With the increasing integration of technologies like ChatGPT in academic settings, it becomes imperative to devise instruments to gauge future teachers' knowledge and practices regarding these Práxis Educativa, Ponta Grossa, v. 19, e23273, p. 1-21, 2024 Disponível em: <https://revistas2.uepg.br/index.php/praxiseducativa> 15 innovations, offering insights into the educational usage of these applications by students (Robledo et al, 2023).…”

Section: Strategies For Academic Dishonestymentioning

confidence: 99%

“…Online plagiarism (cyber-plagiarism): This subcategory encompasses copying text fragments from websites and incorporating them into one's work without proper citation, employing ChatGPT or similar tools fraudulently, using images or videos from the internet without attribution, or presenting an entirely internet-obtained essays as one's own for a course(Cebrián-Robles et al, 2023;Eret & Ok, 2014;Robledo et al, 2023).2) Printed sources plagiarism: This is a category with fewer evidences than the previous one in the analysed literature and involves copying excerpts from printed materials into one's work without citation or reusing segments of previously submitted assignments in new submissions, again without proper attribution(Cebrián-Robles et al, 2023).…”

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confidence: 99%

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Academic integrity in pre-service teacher education: a review of the literature

Vallespir Adillón,

Espiñeira Bellón,

Muñoz Cantero

et al. 2024

PraxEduc

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This research conducts a thorough review of academic integrity in teacher education, analysing the prevalence, reasons, and solutions for academic dishonesty. From an initial 693 articles in Web of Science and Scopus, 23 were selected based on strict criteria, revealing issues like plagiarism and cheating among aspiring teachers. The study points to academic pressure, skill shortages, and confusion about integrity principles as key factors driving dishonest behaviours. It stresses the importance of comprehensive strategies to combat this, including ethics education, the development of detection technologies, and cultivating a culture that prioritizes honesty. With the rise of AI, adapting integrity measures becomes crucial. Future research should focus on innovative methodologies, the effectiveness of ethics programs, and the impact of technology on maintaining academic standards, highlighting the educational community's responsibility to promote an honest environment, essential for the credibility of future educators.

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Section: Strategies For Academic Dishonestymentioning

confidence: 99%

mentioning

confidence: 99%

Academic integrity in pre-service teacher education: a review of the literature

Vallespir Adillón,

Espiñeira Bellón,

Muñoz Cantero

et al. 2024

PraxEduc

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Knowledge, attitudes, and perceived Ethics regarding the use of ChatGPT among generation Z university students

Acosta-Enriquez,

Arbulú Ballesteros,

Arbulu Perez Vargas

et al. 2024

Int J Educ Integr

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Artificial intelligence (AI) has been integrated into higher education (HE), offering numerous benefits and transforming teaching and learning. Since its launch, ChatGPT has become the most popular learning model among Generation Z college students in HE. This study aimed to assess the knowledge, concerns, attitudes, and ethics of using ChatGPT among Generation Z college students in HE in Peru. An online survey was administered to 201 HE students with prior experience using the ChatGPT for academic activities. Two of the six proposed hypotheses were confirmed: Perceived Ethics (B = 0.856) and Student Concerns (B = 0.802). The findings suggest that HE students’ knowledge and positive attitudes toward ChatGPT do not guarantee its effective adoption and use. It is important to investigate how attitudes of optimism, skepticism, or apathy toward AI develop and how these attitudes influence the intention to use technologies such as the ChatGPT in HE settings. The dependence on ChatGPT raises ethical concerns that must be addressed with responsible use programs in HE. No sex or age differences were found in the relationship between the use of ChatGPTs and perceived ethics among HE students. However, further studies with diverse HE samples are needed to determine this relationship. To promote the ethical use of the ChatGPT in HE, institutions must develop comprehensive training programs, guidelines, and policies that address issues such as academic integrity, privacy, and misinformation. These initiatives should aim to educate students and university teachers on the responsible use of ChatGPT and other AI-based tools, fostering a culture of ethical adoption of AI to leverage its benefits and mitigate its potential risks, such as a lack of academic integrity.

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