Is ChatGPT Massively Used by Students Nowadays? A Survey on the Use of Large Language Models such as ChatGPT in Educational Settings
Jérémie Sublime, Ilaria Renna
TL;DR
This study investigates how GenAI tools like ChatGPT are used in educational settings by surveying 395 students aged 13–25 in France and Italy. It analyzes usage prevalence across age and gender, topic-specific patterns (humanities vs sciences), device preferences, and non-user attitudes, using chi-squared tests and confidence intervals to reveal significant differences and trends. Key findings show widespread adoption across all ages, higher usage among older and male students, and notable gender and discipline gaps, with humanities and science topics exhibiting distinct usage patterns and non-users often citing ethical concerns or perceived uselessness. The results underscore the need for educational curricula to integrate AI tools responsibly, cultivate critical evaluation and ethical use, consider environmental costs, and rethink homework and assessment to preserve cognitive engagement. The paper proposes two approaches for adapting pedagogy to AI-enabled learning and emphasizes proactive policy and curriculum reforms to promote equitable AI literacy and sustainable use.
Abstract
The rapid adoption of Generative AI (GenAI) based on Large Language Models (LLMs) such as ChatGPT has recently and profoundly impacted education, offering transformative opportunities while raising significant concerns. In this study we present the results of a survey that investigates how 395 students aged 13 to 25 years old in France and Italy integrate LLMs into their educational routines. Key findings include the widespread use of these tools across all age groups and disciplines, with older students and male students demonstrating higher usage frequencies, particularly in scientific contexts. The results also show gender disparities, raising concerns about an emerging AI literacy and technological gender gap. Additionally, while most students utilise LLMs constructively, the lack of systematic proofreading and critical evaluation among younger users suggests potential risks to cognitive skills development, including critical thinking and foundational knowledge. The survey results underscore the need for educational institutions to adapt their curricula to integrate AI tools effectively, promoting ethical use, critical thinking, and awareness of AI limitations and environmental costs. This paper provides actionable recommendations for fostering equitable and effective cohabitation of LLMs and education while addressing emerging challenges.