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<p>The rapid adoption of AI-powered conversational agents such as ChatGPT is transforming the landscape of higher education in Hong Kong, offering both unprecedented opportunities for personalszed learning and complex challenges to academic integrity. This study investigates the perceptions and experiences of students across eight Hong Kong universities, employing a quantitative design that analyses questionnaire data from 200 students. Results reveal a pronounced polarisation: while students—particularly those with lower GPAs—appreciate ChatGPT’s capacity to clarify complex concepts and facilitate research, their counterparts with higher GPAs express deep concerns about dependency, plagiarism, and the erosion of critical thinking skills. The findings underscore the urgent need for Hong Kong universities to implement comprehensive policies, advanced AI-detection tools, and targeted educational initiatives that foster a culture of integrity and responsible AI use. This research contributes to ongoing debates about the integration of generative AI in higher education, advocating for localised, policy-driven solutions that balance innovation with ethical stewardship.</p>

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From Chat To Cheat: the Disruptive Effects of ChatGPT and Academic Integrity in Hong Kong Higher Education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月2日

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  • Noble Lo,
  • Sumie Chan

摘要

The rapid adoption of AI-powered conversational agents such as ChatGPT is transforming the landscape of higher education in Hong Kong, offering both unprecedented opportunities for personalszed learning and complex challenges to academic integrity. This study investigates the perceptions and experiences of students across eight Hong Kong universities, employing a quantitative design that analyses questionnaire data from 200 students. Results reveal a pronounced polarisation: while students—particularly those with lower GPAs—appreciate ChatGPT’s capacity to clarify complex concepts and facilitate research, their counterparts with higher GPAs express deep concerns about dependency, plagiarism, and the erosion of critical thinking skills. The findings underscore the urgent need for Hong Kong universities to implement comprehensive policies, advanced AI-detection tools, and targeted educational initiatives that foster a culture of integrity and responsible AI use. This research contributes to ongoing debates about the integration of generative AI in higher education, advocating for localised, policy-driven solutions that balance innovation with ethical stewardship.