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Abstract
The rapid diffusion of generative artificial intelligence (GenAI) into higher education has created new opportunities for learning while also raising concerns about accuracy, academic integrity, digital inequality, and overreliance on automated outputs. This study examined awareness, utilization, challenges, and perceived institutional responses to ChatGPT among undergraduate Biology Education students at the University of Nigeria, Nsukka. A descriptive survey design was adopted. Eighty questionnaires were distributed to students across 100–400 levels, and 67 usable responses were returned, representing an 83.75% response rate. Data were collected using a researcher-developed Questionnaire on the Extent of Awareness and Usage of ChatGPT (QEAUC), which demonstrated an overall Cronbach’s alpha of .798. Frequency and percentage were used to analyse awareness items, while mean and standard deviation were used for utilization, challenges, and proposed solutions. The findings showed substantial
awareness of ChatGPT: respondents demonstrated awareness on seven of eight awareness items, although only 25.4% recognized that ChatGPT uses natural language processing to understand and respond to queries. Overall utilization was high (M = 2.81, SD = 0.81 on a 4-point scale), with particularly high use for content creation, academic research, education, assignments, brainstorming, and conversation practice. Respondents also agreed that important barriers included inadequate internet access (M = 3.64), training costs (M = 3.46), and rote or superficial use (M = 3.51). The strongest proposed solutions were free internet access (M = 3.85), free Wi-Fi (M = 3.82), curriculum integration (M = 3.76), and guided learning activities (M = 3.58). The study concludes that ChatGPT is already embedded in the academic practices of many participating Biology Education students, but effective integration requires AI literacy, reliable digital infrastructure, explicit institutional guidance, and assessment practices that preserve student thinking and academic integrity.
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