Abstract

The emergence of Large Language Models (LLMs), particularly ChatGPT developed by OpenAI, has marked a significant shift in global higher education. This study investigates the extent of ChatGPT adoption in learning among 300 students from three member institutions of Thai Nguyen University: the University of Education, the University of Science and the University of Economics and Business Administration. Utilizing a combination of survey methods, semi-structured interviews and descriptive statistics, the findings indicate that 87.3% of students have utilized ChatGPT for educational purposes. While 72.1% of respondents evaluated the tool as having a positive impact on their learning efficiency, 64.8% expressed concerns regarding information reliability and 58.6% acknowledged the risk of over-dependence. Furthermore, distinct differences in usage patterns across various academic disciplines were recorded. Although ChatGPT demonstrates significant potential in supporting academic activities, its effective utilization requires the implementation of instructional frameworks, management policies and digital competency training. These measures are essential to ensuring academic integrity and enhancing the overall quality of education.

Keywords: Artificial intelligence, ChatGPT, digital competence, LLMs, Vietnamese students.