| Summary: | Emerging intelligent tools such as Chat-GPT and other generative AI technologies have gained significant interest, especially in higher education. Despite the ease that Chat-GPT can provide for both lecturers and students, there are rising concerns related to critical and creative problem-solving and innovative skills. There are unclear perspectives among lecturers and students on these rising issues. This study explores the opinions of both lecturers and students regarding the use of Chat-GPT in higher education, its impacts on accuracy, ethical issues, and creative problem-solving and innovative skills. This study uses descriptive analysis, gathering responses from 100 people, including 50 lecturers and 50 students, to understand their knowledge of Chat-GPT, how often they use it, its effectiveness, the main concerns, and the opportunities Chat-GPT can provide. The results show a balanced view of Chat-GPT and strategies to address the potential hindrance of creative problem-solving skills. This research provides useful insights into current attitudes towards AI in education, helping to understand its benefits and challenges and provide strategies to reduce the over-reliance on Chat-GPT in academics. © 2024 IEEE.
|
|---|