PERCEPTION OF CHATGPT AMONG HIGHER EDUCATION STUDENTS: IMPLICATIONS FOR LEARNING AND MENTAL WELL-BEING

Abstract

The rapid advancement of generative artificial intelligence (AI) technologies, particularly ChatGPT, has significantly transformed higher education by reshaping the ways in which students acquire knowledge, process information, and engage with academic content. This paper explores university students’ perceptions of ChatGPT concerning their learning experiences and mental well-being. It emphasizes the dual nature of ChatGPT—as both a cognitive aid that promotes independent learning and a potential source of concern related to dependency, academic honesty, and psychological stress. Drawing upon recent research published between 2022 and 2025, the study investigates how students integrate ChatGPT into their academic practices, its influence on motivation and self-efficacy, and its broader implications for emotional health. Findings suggest that while ChatGPT enhances personalized learning and helps reduce academic pressure for many learners, excessive reliance and ethical uncertainties can undermine self-esteem and contribute to emotional fatigue. The article concludes that fostering digital literacy, ethical awareness, and mindful use of AI is essential to ensure that ChatGPT enhances rather than impedes students’ educational and psychological development.