Table 3 Descriptive data and t-test analysis results

1. I have used generative AI technologies (GenAI) like ChatGPT

399

2.27 (1.65)

184

2.03 (1.11)

.23

2.28

581

.023*

Perceptions

2. The integration of GenAI like ChatGPT in higher education will have a positive impact on teaching and learning in the long run.^a

383

3.90 (.82)

160

3.58 (1.11)

.33

3.36

234

 < .001*

3. Higher education institutions should have a plan in place for managing the potential risks associated with using GenAI like ChatGPT in teaching and learning

393

4.47 (.83)

182

4.53 (.86)

−.06

−.79

573

.432

4. Students must learn how to use GenAI well for their career

387

3.97 (.98)

171

3.96 (.98)

.00

.02

556

.987

5. I believe using GenAI like ChatGPT to write essays or generate answers to questions can lead to originality and creativity in my/students’ work

379

3.09 (1.20)

161

2.98 (1.30)

.11

.91

538

.362

6. I believe GenAI like ChatGPT can improve my/students’ digital competence

377

3.66 (.96)

172

3.68 (.98)

−.03

−.28

547

.778

7. I believe GenAI like ChatGPT can help me/students save time

386

4.16 (.83)

171

3.90 (.88)

.26

3.38

555

 < .001*

8. I think GenAI like ChatGPT can help me/students become a better writer

379

3.29 (1.16)

168

3.06 (1.23)

.23

2.07

545

.039*

9. I/Students will not feel judged by GenAI like ChatGPT, so I/they feel comfortable with it.^a

377

3.54 (1.05)

159

3.68 (.92)

−.14

−1.56

337

.121

10. I think AI technologies like ChatGPT is a great tool for student support services due to anonymity

372

3.73 (1.01)

166

3.53 (1.11)

.20

2.07

536

.039*

Knowledge

11. I understand GenAI like ChatGPT have limitations in their ability to handle complex tasks

391

4.13 (.84)

168

4.15 (.78)

−.03

−.39

557

.699

12. … can generate output that is factually inaccurate

382

4.08 (.85)

174

4.27 (.78)

−.19

−2.54

554

.011*

13. … can generate output that is out of context or inappropriate

385

4.01 (.85)

174

4.14 (.82)

−.14

−1.80

557

.072

14. … can exhibit biases and unfairness in their output

380

3.91 (.93)

167

4.20 (.78)

−.29

−3.52

545

 < .001*

15. … may rely too heavily on statistics, which can limit their usefulness in certain contexts

381

3.96 (.91)

162

3.86 (.94)

.09

1.12

541

.265

16. … have limited emotional intelligence and empathy, which can lead to output that is insensitive or inappropriate

380

3.87 (.98)

163

3.98 (1.01)

−.11

−1.16

541

.247

17. … cannot be affected by harmful input, and will not cause the output to be distorted or manipulated

361

2.97 (1.22)

151

2.57 (1.28)

.40

3.35

510

 < .001*

18. I think it’s important to fact−check and validate information generated by GenAI like ChatGPT, before using it for assignments.^a

389

4.35 (.81)

173

4.60 (.65)

−.25

−3.95

402

 < .001*

Concerns

19. I am concerned that some students may use GenAI like ChatGPT to get ahead in their assignments.^a

389

3.58 (1.14)

177

3.83 (1.06)

−.25

−2.51

366

.013*

20. Using GenAI like ChatGPT to complete assignments undermines the value of a university education

382

3.18 (1.16)

174

3.40 (1.20)

−.21

−1.95

555

.052

21. GenAI like ChatGPT will limit my/students’ opportunities to interact with others and socialise when completing coursework

383

3.09 (1.19)

168

3.43 (1.14)

−.34

−3.16

542

.002*

22. I/Students can become over-reliant on GenAI.^a

368

2.87 (1.14)

174

4.12 (.89)

−1.25

−14.00

425

 < .001*