Abstract
Launched in November 2022, ChatGPT, an artificial intelligence-based chatbot, can generate coherent, informative, human-like responses and have natural language conversations with users. In the higher education sector, ChatGPT has been met with both excitement and scepticism. Therefore, the aim of the paper is to investigate the perception of ChatGPT by students of public administration. Findings show that ChatGPT seems to be an attractive platform for public administration students. Students have generally positive perceptions of ChatGPT in relation to different study issues, suggesting the further impact of using ChatGPT in concrete public administration study issues is recommended to enhance learning from students’ perspective. However, students feel less effective in developing and improving critical thinking, creativity and personal communication skills. Accordingly, the findings of this paper add to the existing scientific knowledge and facilitate evidence-based policy-making, which is crucial for higher education in the future.
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Acknowledgements
The authors acknowledge the financial support from the Slovenian Research Agency (research core funding no. P5-0093, project no. Z5-4569 and project no. BI-US/22-24-083). The preliminary version of the paper has been presented at the EGPA 2023 Conference "Steering the European Union through poly-crises storms: The Role of Public Administration".
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Aristovnik, A., Umek, L., Brezovar, N., Keržič, D., Ravšelj, D. (2024). The Role of ChatGPT in Higher Education: Some Reflections from Public Administration Students. In: Cheung, S.K.S., Wang, F.L., Paoprasert, N., Charnsethikul, P., Li, K.C., Phusavat, K. (eds) Technology in Education. Innovative Practices for the New Normal. ICTE 2023. Communications in Computer and Information Science, vol 1974. Springer, Singapore. https://doi.org/10.1007/978-981-99-8255-4_22
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