Abstract

Conclusion. ChatGPT significantly impacts student learning behaviors. Whilst it offers benefits in accessibility and efficiency, its integration requires a balanced approach in order to maximize benefits whilst mitigating risks. This study highlights the need for stringent policies to ensure ethical usage and to promote independent learning. Future research should focus on the long-term impacts of AI tools on educational outcomes and ethical implementation frameworks.

Keywords: Artificial Intelligence, AI, ChatGPT, educational technology, higher education, student behavior

Alenezi, A. (2016). Technology leadership in Saudi Schools. Education and Information Technologies, 22(3), 1121-1132. https://doi.org/10.1007/s10639-016-9477-x

Ameen, K., & Gorman, G. E. (2009). Information and digital literacy: a stumbling block to development? Library Management, 30(1/2), 99-112. https://doi.org/10.1108/01435120910927565

Andrews, R., & Haythornthwaite, C. (Eds.). (2007). The Sage handbook of e-learning research. Sage. https://us.sagepub.com/en-us/nam/the-sage-handbook-of-e-learning-research/book243430.

Bains, R. (2023). Artificial intelligence-assisted medical writing: with greater power comes greater responsibility. Asian Journal of Oral Health and Allied Sciences, 13(2). https://doi.org/10.25259/ajohas_1_2023

Baran, L., & Jonason, P. K. (2020). Academic dishonesty among university students: the roles of the psychopathy, motivation, and self-efficacy. PLoS ONE, 15(8), Article e0238141. https://doi.org/10.1371/journal.pone.0238141

Bartlett-Bragg, A. (2017). Digital Capabilities: Where people and technology intersect. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), EDULEARN17 Proceedings (pp. 14-17). IATED Academy. https://doi.org/10.21125/edulearn.2017.1004

Davies, P. (2010). On School Educational Technology Leadership. Management in Education, 24(2), 55-61. https://doi.org/10.1177/0892020610363089

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008

Demirkol, M., & Malkoc, N. (2023). Assessing the intellectual structure of the evolving knowledge base on ChatGPT in the field of education and health. Educational Process: International Journal, 12(4), 36-64. https://doi.org/10.22521/edupij.2023.124.3

Eshet-Alkalai, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93-106. https://www.learntechlib.org/primary/p/4793/

Eshun, P., Dabone, K. T., Annan-Brew, R., Mahama, I., & Danquah, S. O. (2023). Personality traits and levels of self-efficacy as predictors of academic dishonesty among higher education students in Ghana. Psychology, 14(01), 13-34. https://doi.org/10.4236/psych.2023.141002

Ghamrawi, N., Shal, T., & Ghamrawi, N. A. R. (2023). Exploring the Impact of AI on Teacher Leadership: Regressing or Expanding? Education and Information Technologies, 29(7), 8415-8433. https://doi.org/10.1007/s10639-023-12174-w

Gonzalez, T., de la Rubia, M. A., Hincz, K., Comas-Lopez, M., Subirats, L., Fort, S., & Sacha, G. M. (2020). Influence of COVID-19 Confinement in Students’ Performance in Higher Education. PLoS ONE, 15, e0239490. https://doi.org/10.35542/osf.io/9zuac

Holmes, B., & Gardner, J. (2006). E-Learning: concepts and practice. Sage. https://doi.org/10.4135/9781446212585

Karakose, T., & Tülübaş, T. (2023). How can ChatGPT facilitate teaching and learning: implications for contemporary education. Educational Process: International Journal, 12(4), 7-16. https://doi.org/10.22521/edupij.2023.124.1

Karakose, T., & Tülübaş, T. (2024). School leadership and management in the age of artificial intelligence (AI): recent developments and future prospects. Educational Process: International Journal, 13(1), 7-14 https://doi.org/10.22521/edupij.2024.131.1

Katz, I. R. (2007). Testing information literacy in digital environments: ETS’s iSkills assessment. Information Technology and Libraries, 26(3), 3-12. https://doi.org/10.6017/ital.v26i3.3271

Kharpal, A. (2023, May 9). Chinese police arrest man who allegedly used ChatGPT to spread fake news in first case of its kind. CNBC. https://www.cnbc.com/2023/05/09/chinese-police-arrest-man-who-allegedly-used-chatgpt-to-spread-fake-news.html

Killen, C. (2018). Collaboration and coaching: powerful strategies for developing digital capabilities. In K. Reedy & J. Parker (Eds.), Digital Literacy Unpacked (pp. 29-44). Facet. https://doi.org/10.29085/9781783301997.005

Kohen-Vacs, D., Shapira, N., & Dolev, N. (2021). Two Sides of the coin: lack of academic integrity in exams during the corona pandemic, students' and lecturers' perceptions. Journal of Academic Ethics, 20(2), 243-263. https://doi.org/10.1007/s10805-021-09413-5

Liu, Z., Tretyakova, N. V., Федоров, В. А., & Kharakhordina, M. (2020). [Retracted article]. Digital Literacy and digital didactics as the basis for new learning models development. International Journal of Emerging Technologies in Learning, 15(14), Article 4. https://doi.org/10.3991/ijet.v15i14.14669

Melhem, S., & Jacobsen, A. H. (2021). A global study on digital capabilities. The World Bank. https://documents.worldbank.org/en/publication/documents-reports/documentdetail/959181623060169420/a-global-study-on-digital-capabilities

Nguyen, P. T., & Nguyen, Q. T. (2024). The Philosophy of human emancipation in Ho Chi Minh’s ideas and its contemporary relevance in Vietnam. Kalagatos, 21(1), Article eK24009. https://revistas.uece.br/index.php/kalagatos/article/view/12513

Nguyen, T. (2023, March 13). Sinh viên Đại học Trung văn Hồng Kông có thể bị đuổi học nếu dùng ChatGPT trái phép [Students from the Chinese University of Hong Kong may be expelled if they use ChatGPT illegally]. One World Magazine. https://1thegioi.vn/sinh-vien-dai-hoc-trung-van-hong-kong-co-the-bi-duoi-hoc-neu-dung-chatgpt-trai-phep-194236.html

Nguyen, T. Q. (2022a). International Integration and Its Impacts on Human Resource Development in Vietnam Currently. Synesis, 14(2), 74-89. https://seer.ucp.br/seer/index.php/synesis/article/view/2235

Nguyen, T. Q. (2022b). Perspectives on human beings in Chinese philosophy and its historical significance to the cause of educational innovation in Vietnam currently. Argumentos - Revista de Filosofia, 28, 82-94. https://doi.org/10.36517/Argumentos.28.8

Nhu Thuy, N. T. (2022). Digital skills and adaptability of students in the context of digital transformation at The Ho Chi Minh City University of Technology and Education. Synesis, 14(2), 62-73. https://seer.ucp.br/seer/index.php/synesis/article/view/2254

Oliver, R., & Towers, S. (2001). Benchmarking ICT Literacy in Tertiary Learning Settings. ResearchGate. https://www.researchgate.net/publication/2516859_Benchmarking_ICT_Literacy_in_Tertiary_Learning_Settings

Peng, M., Xie, J., Mao-hua, X., & Liu, Y. (2023). Artificial intelligence education in primary and secondary schools from the perspective of thinking quality. Journal of Contemporary Educational Research, 7(4), 41-46. https://doi.org/10.26689/jcer.v7i4.4875

Pham, S., & Sampson, P. M. (2022). The development of artificial intelligence in education: a review in Context. Journal of Computer Assisted Learning, 38(5), 1408-1421. https://doi.org/10.1111/jcal.12687

Poellhuber, B., Roy, N., & Lepage, A. (2024). Artificial intelligence in higher education. In C. Régis, J.-L. Denis, M. L. Axente, & A. Kishimoto (Eds.), Human-Centered AI (1st ed.). Chapman and Hall/CRC. https://doi.org/10.1201/9781003320791-17

Quyet, N. T., Anh, P. T., & Chung, L. Q. (2021). The current education on professional ethics for Vietnamese students. Revista on line de Política e Gestão Educacional, 25(3), 2655-2669. https://doi.org/10.22633/rpge.v25i3.15869

Quyet, N. T., Thanh, N. V., & Phuong, N. T. (2023). Ho Chi Minh’s thoughts on the education of the young Vietnamese generation today. Perspektivy nauki i obrazovania, 62(2), 562-577. https://doi.org/10.32744/pse.2023.2.33

Rosenberg, M. J., & Foshay, R. (2002). E-learning: Strategies for delivering knowledge in the digital age. Performance Improvement, 41(5), 50-51. https://doi.org/10.1002/pfi.4140410512

Silverman, J. A., Ali, S. A., Rybak, A., van Goudoever, J. B., Leleiko, N. S., & None, N. (2023). Generative AI: potential and pitfalls in academic publishing. JPGN Reports, 4(4), Article e387. https://doi.org/10.1097/pg9.0000000000000387

Sweller, J. (1989). Cognitive technology: some procedures for facilitating learning and problem solving in mathematics and science. Journal of Educational Psychology, 81(4), 457-466. https://doi.org/10.1037/0022-0663.81.4.457

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory (1st ed.). Springer. https://doi.org/10.1007/978-1-4419-8126-4

Tam, T. (2023). Bê bối sinh viên ĐH Nga dùng ChatGPT viết xong luận văn tốt nghiệp chỉ sau 23 tiếng [Russian students used ChatGPT to finish writing their graduation thesis in just 23 hours]. GenK. https://genk.vn/be-boi-sinh-vien-dh-nga-dung-chatgpt-viet-xong-luan-van-tot-Nghiepchi-sau-23-tieng-20230206094207094.chn

Thuy, N. T. N., Nga, N. T. T., Anh, P. T., & Chung, T. N. (2022). Factors affecting to digital skills and adaptability of students in the context of digital transformation at the Ho Chi Minh city University of Technology and Education. Conhecimento & Diversidade, 14(35), 9-32. https://doi.org/10.18316/rcd.v14i35.10649

Thuy, N. T. N., & Quyet, N. T. (2021). Current education of revolutionary ideals for university students in the context of international integration in Vietnam. Nuances-Estudos Sobre Educacao, 32, Article e021007. https://doi.org/10.32930/NUANCES.V32I00.9120

Tülübaş, T., Demirkol, M., Ozdemir, T. Y., Polat, H., Karakose, T., & Yirci, R. (2023). An interview with ChatGPT on emergency remote teaching: a comparative analysis based on human–ai collaboration. Educational Process: International Journal, 12(2), 93-110. https://doi.org/10.22521/edupij.2023.122.6

van Deursen, A. J. A. M., & van Dijk, J. A. G. M. (2010). Measuring internet skills. International Journal of Human–Computer Interaction, 26(10), 891-916. https://doi.org/10.1080/10447318.2010.496338

Varga-Atkins, T. (2020a). Beyond description: in search of disciplinary digital capabilities through signature pedagogies. Research in Learning Technology, 28, Article 2467. https://doi.org/10.25304/rlt.v28.2467

Varga-Atkins, T. (2020b, May 18-20). Disciplinary digital capabilities of professionals: Networked learning in engineering and management [Conference presentation]. Networked Learning Conference, Kolding, Denmark. https://fr.slideshare.net/tundeva/disciplinary-digital-capabilities-of-professionals-networked-learning-in-engineering-and-management

Venkatesh, V., & Davis, F. D. (2000). A Theoretical extension of the technology acceptance model: four longitudinal field studies. Management Science, 46(2), 186-204. https://doi.org/10.1287/mnsc.46.2.186.11926

Wang, H., & Zhang, Y. (2022). The effects of personality traits and attitudes towards the rule on academic dishonesty among university students. Scientific Reports, 12, Article 14181 https://doi.org/10.1038/s41598-022-18394-3

Welsh, E. T., Wanberg, C. R., Brown, K. G., & Simmering, M. J. (2003). E-learning: emerging uses, empirical results and future directions. International Journal of Training and Development, 7(4), 245-258. https://doi.org/10.1046/j.1360-3736.2003.00184.x