Utilization of ChatGPT in Educational Settings: Academic integrity is currently at an uncertain equilibrium

By: Phattanaviroj Thanaporn, Business Administration Department, Asia University, Taiwan. Email: tp.fern@gmail.com


The purpose of this article is to investigate why researchers and academics use artificial intelligence language models such as ChatGPT for their work. It was discovered that time-saving features, electronic word-of-mouth, academic self-efficacy, self-esteem, and perceived stress positively influenced usage, and that academic integrity plays a major part in adoption behavior. However, consumption is adversely affected by academic honesty and pressure. The report recommends that stakeholders work together to develop standards for the moral application of AI chatbots in research and academic writing.


ChatGPT, a language model launched by OpenAI in November 2022, uses conversational chatbots to generate human-like texts for various tasks. With nearly 100 million users and 1.8 billion monthly website visitors, it is the fastest-growing user application in internet history. Chat GPT, a revolutionary platform in academia, has the potential to help scientists generate ideas and automate repetitive tasks. However, it also raises concerns about plagiarism and academic dishonest. Experts suggest universities should train faculty, researchers, and students on proper use of ChatGPT and AI platforms [1].

The factor influences ChatGPT usage among researcher

It uses Social Cognitive Theory to understand personal, behavioral, and environmental aspects that can stimulate technology adoption. Answer questions about societal influence, educational self-esteem, self-assurance, the internet-based World efficient features, and anxiety, including how academic integrity modifies these interactions [2].

Societal influence

The social psychology perspective highlights the role of Societal influence in determining behavior, with the theory of conflict elaboration suggesting that individual decisions towards new product innovation are significantly influenced by social groups. Social’ influence can be categorized into compliance, internalization, and identification [3].

Educational self-esteem

Self-esteem creates optimistic self-belief, which is crucial for successful task completion and positive outcomes. Strong self-esteem can boost acceptance of systems, such as e-learning acceptance. Self-esteem has implications for ChatGPT use in academia, as it reduces job anxiety and promotes a positive attitude towards academic quality [4].


Refers to an individual’s confidence in their ability to perform tasks. In academia, academic self-assurance is often associated with motivation, accomplishment, emotion, cognition, and self-regulation. AI-powered platforms have the potential to transform academic settings, boost educational self-esteem, reduce teaching and learning workloads, and facilitate classroom innovation by streamlining grading, monitoring plagiarism, supervision, and feedback [5].

The internet-based World efficient features

The internet-based World is characterized by its scalability, diffusion speed, persistency, accessibility, measurability, and quantifiability. It influences behavior towards technology uptake and can influence trust, attitude, risk perception, e-satisfaction, perceived usefulness, and intention to use. However, the type of products and diagnostic of the internet-based World efficient features in academia have not been thoroughly examined [6].


Anxiety is a persistent feeling of tension or pressure, especially in the e-learning environment. The sudden shift to online education during COVID-19 has increased the stress levels. Despite positive perceptions of technology and ChatGPT, a systematic review found weak evidence suggesting chatbots can help manage depression, stress, distress, and acrophobia. However, it did not significantly affect subjective psychological well-being. The study suggests ChatGPT has potential to improve perceived stress [7].

Academic integrity modifies

Academic integrity is crucial for conducting academic work with fairness and coherence. The use of AI in education offers benefits like engagement, collaboration, assessment, and accessibility. However, it also raises concerns about academic dishonesty and plagiarism, which violate educational integrity principles [8].

Figure 1: The Adoption of ChatGPT and its impact on above factors.

Ethical Considerations

The integration of Artificial Intelligence (AI) in educational settings raises various ethical implications that necessitate thorough consideration. With the increasing prevalence of AI technologies in education, there is a growing emphasis on addressing the ethical aspects associated with their implementation. For instance, initiatives like the German AI/ML learning package implemented in schools underscore the importance of considering ethical and societal aspects, including scenario work to anticipate the future impact of learning machines [9]. This highlights the necessity for educational institutions to incorporate discussions on ethics into the adoption of AI technologies to ensure responsible use.

AI in education, particularly through Adaptive and Intelligent Web-based Educational Systems (AIWBES), is rapidly evolving and supplanting traditional methods of utilizing the Internet for educational purposes [10]. This transition towards AI-driven educational systems demands a critical examination of the ethical considerations involved. The development and deployment of AI technologies in education necessitate a nuanced understanding of how these systems influence student learning, privacy, and autonomy.

As governments and businesses increasingly acknowledge the significance of considering the ethical implications of AI systems [11], educational institutions must also prioritize ethical considerations when integrating AI into learning environments. Dialogues concerning accountability and explainability in AI systems are essential to ensure transparency and trust in educational settings. It is crucial for students, teachers, and administrators to comprehend how AI technologies function and make decisions to uphold ethical standards.

Furthermore, the ethical implications of employing AI in education extend to matters of autonomy and self-determination [12][13]. As AI algorithms assume a more prominent role in educational decision-making processes, questions arise regarding the extent to which individuals can exercise autonomy in learning environments. Striking a balance between the advantages of AI-driven personalized learning and the ethical imperative of respecting individual autonomy poses a significant challenge that educators and policymakers must confront.


The article found that academic integrity significantly impacts academicians’ adoption of ChatGPT, with higher academic integrity leading to lower usage. This is due to concerns about unethical practices like plagiarism and academic dishonesty. Suggesting that academics believe using ChatGPT can save time without compromising research ethics. Self-assurance and perceived anxiety are also influenced by academic integrity, with high academic integrity fostering adoption of innovative tools. However, academic integrity also strengthens the negative association between societal influence and ChatGPT usage behavior, suggesting that academic peers with high academic integrity may lead to lower usage.


  1. Alanezi, F. (2024). Assessing the effectiveness of ChatGPT in delivering mental health support: a qualitative study. Journal of Multidisciplinary Healthcare, 461-471.
  2. Middleton, L., Hall, H., & Raeside, R. (2019). Applications and applicability of Social Cognitive Theory in information science research. Journal of Librarianship and Information Science, 51(4), 927-937.
  3. Hu, X., Chen, X., & Davison, R. M. (2019). Social support, source credibility, social influence, and impulsive purchase behavior in social commerce. International Journal of Electronic Commerce, 23(3), 297-327.
  4. Zhao, Y., Zheng, Z., Pan, C., & Zhou, L. (2021). Self-esteem and academic engagement among adolescents: A moderated mediation model. Frontiers in psychology, 12, 690828.
  5. E. Acosta-Gonzaga, ‘The Effects of Self-Esteem and Academic Engagement on University Students’ Performance’, Behav Sci (Basel), vol. 13, no. 4, p. 348, Apr. 2023, doi: 10.3390/bs13040348.
  6. Lu, J., Yao, J. E., & Yu, C. S. (2005). Personal innovativeness, social influences and adoption of wireless Internet services via mobile technology. The journal of strategic Information Systems, 14(3), 245-268.
  7. Ma, K., Liang, L., Chutiyami, M., Nicoll, S., Khaerudin, T., & Ha, X. V. (2022). COVID-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis. Work, 73(1), 3-27.
  8. D. Cotton, P. Cotton, and R. Shipway, ‘Chatting and cheating: Ensuring academic integrity in the era of ChatGPT Chatting and cheating: Ensuring academic integrity in the era of ChatGPT’, Innovations in Education and Teaching International, Mar. 2023, doi: 10.1080/14703297.2023.2190148.
  9. Tedre, M., Suhonen, J., Kahila, J., Vartiainen, H., Valtonen, T., Jormanainen, I., … & Pears, A. (2021). Teaching machine learning in k–12 classroom: pedagogical and technological trajectories for artificial intelligence education. Ieee Access, 9, 110558-110572. https://doi.org/10.1109/access.2021.3097962
  10. Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: a review. Ieee Access, 8, 75264-75278. https://doi.org/10.1109/access.2020.2988510
  11. Khan, M. and Vice, J. (2022). Toward accountable and explainable artificial intelligence part one: theory and examples. Ieee Access, 10, 99686-99701. https://doi.org/10.1109/access.2022.3207812
  12. Milossi, M., Alexandropoulou-Egyptiadou, E., & Psannis, K. (2021). Ai ethics: algorithmic determinism or self-determination? the gpdr approach. Ieee Access, 9, 58455-58466. https://doi.org/10.1109/access.2021.3072782
  13. Vajrobol V. (2023) Mitigating Prompts Injection Attacks in ChatGPT: Safeguarding AI Conversations from Harmful Manipulation, Insights2Techinfo, pp.1

Cite As

Thanaporn P. (2024) Utilization of ChatGPT in Educational Settings: Academic integrity is currently at an uncertain equilibrium, Insights2Tech, pp. 1

68860cookie-checkUtilization of ChatGPT in Educational Settings: Academic integrity is currently at an uncertain equilibrium
Share this:

Leave a Reply

Your email address will not be published.