LIS Students' Perceptions of ChatGPT Integration in Teaching and Learning
Abstract
Generative Pre-trained Transformer (GPT) architecture, specifically ChatGPT (debuted as GPT-3.5 in 2022 and upgraded to GPT-4 in 2023), has significantly transformed academic environments by offering capabilities like summarization, essay writing, and code generation. This study aimed to assess the awareness, usage, and perception of Library and Information Science (LIS) students regarding ChatGPT as an educational aid at Minhaj University Lahore. The methodology employed a descriptive analysis via a random sampling survey of 77 LIS students. Data was collected using three Yes/No inquiries regarding familiarity, occasional usage, and permission for researchers to utilize ChatGPT for educational purposes. The results demonstrated high awareness, with 81% of respondents familiar with ChatGPT. However, actual usage was only moderate, with a near-equal split between occasional users (51%) and non-users (49%). Crucially, a significant majority (62%) endorsed the use of ChatGPT for educational reasons, signaling growing acceptance. In conclusion, LIS students at Minhaj University Lahore are highly aware of and generally positive towards ChatGPT's educational utility, despite moderate practical adoption. The findings suggest a need for institutional policies and training to ensure ethical and constructive integration of AI literacy into higher education.
Keywords
Full Text:
PDFReferences
Adetayo, A. J., Asiru, M. A., & Oladokun, B. D. (2024). Student perceptions of libraries and librarians: Factors in non-enrollment in LIS programs. The Journal of Academic Librarianship, 50 (5), 102935. https://doi.org/10.1016/j.acalib.2024.102935
Alghazo, R., Fatima, G., Malik, M., Abdelhamid, S. E., Jahanzaib, M., Nayab, D., & Raza, A. (2025). Exploring ChatGPT’s role in higher education: Perspectives from Pakistani university students on academic integrity and ethical challenges. Education Sciences, 15(2), 158. https://doi.org/10.3390/educsci15020158
Aljabr, F. S., & Al-Ahdal, A. A. M. H. (2024). Ethical and pedagogical implications of AI in language education: An empirical study at Ha'il University. Acta Psychologica, 251, 104605. https://doi.org/10.1016/j.actpsy.2024.104605
Aruleba, K., Sanusi, I. T., Obaido, G., & Ogbuokiri, B. (2023). Integrating ChatGPT in a Computer Science Course: Students' Perceptions and Suggestions. arXiv preprint arXiv:2402.01640. https://arxiv.org/abs/2402.01640
Baqir, M., & Nayab, D. (2024). Exploring Students’ Attitudes towards Using ChatGPT in English Language Classroom at University Level. Pakistan Social Sciences Review, 8(III), 29. https://ojs.pssr.org.pk/journal/article/view/745
Bumbach, M. D. (2024). The use of AI powered ChatGPT for nursing education. Journal of Nursing Education, 63(8), 564–567. https://doi.org/10.3928/01484834-20240318-04
Cong-Lem, N., Soyoof, A., & Tsering, D. (2024). A Systematic Review of the Limitations and Associated Opportunities of ChatGPT. International Journal of Human–Computer Interaction, 41(7), 3851–3866. https://doi.org/10.1080/10447318.2024.2344142
Das, S. R., & JV, M. (2024). Perceptions of Higher Education Students towards ChatGPT Usage. International Journal of Technology in Education, 7(1), 86–106. https://doi.org/10.46328/ijte.583
Dempere, J., Modugu, K., Hesham, A., & Ramasamy, L. K. (2023). The impact of ChatGPT on higher education. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1206936
Dube, T. V., Rammutloa, M. W., & Matatiele, R. (2024). Skills and competencies of academic librarians to use information technology tools in the digital era: A systematic literature review. Information Development, 0(0). https://doi.org/10.1177/02666669241302054
Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., . . . Wright, R. (2023). Opinion Paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642
Haque, A., Zhang, Y., & Rahman, M. M. (2023). ChatGPT in Education: Opportunities and Threats. Computers and Education: Artificial Intelligence, 4, 100123. https://doi.org/10.1016/j.caeai.2023.100123
Hirsh, S. (2024). Academic faculty in Library and Information science. In Elsevier eBooks. https://doi.org/10.1016/b978-0-323-95689-5.00187-5
Huber, S.E., Kiili, K., Nebel, S. et al. (2024). Leveraging the Potential of Large Language Models in Education Through Playful and Game-Based Learning. Educ Psychol Rev 36, 25 (2024). https://doi.org/10.1007/s10648-024-09868-z
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., . . . Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
de Leon, L. C. R., Flores, L. V., & Alomo, A. R. L. (2024). Artificial Intelligence and Filipino Academic Librarians: Perceptions, Challenges and Opportunities. Journal of the Australian Library and Information Association, 73(1), 66–83. https://doi.org/10.1080/24750158.2024.2305993
Li, M., Enkhtur, A., Cheng, F., & Yamamoto, B. A. (2024). Ethical implications of ChatGPT in higher education: A scoping review. Journal of Interdisciplinary Studies in Education, 13, 55-68. https://ojed.org/jise/article/view/6072
Maphoto, K.B., Sevnarayan, K., Mohale, N.E., Suliman, Z., Ntsopi, T.J. and Mokoena, D. (2024). ‘Advancing Students’ Academic Excellence in Distance Education: Exploring the Potential of Generative AI Integration to Improve Academic Writing Skills’. Open Praxis, 16(2), p. 142–159. https://doi.org/10.55982/openpraxis.16.2.649
Miraz, M. H., Jin, H. H., Mahmood, M., Hasan, M. T., Sarkar, J. B., Salleh, N. M., & Chowdhury, A. Y. (2025). ChatGPT’s application in management education: In-depth critical analysis of opportunities, threats, and strategies. Multidisciplinary Reviews, 8(10), 2025338. https://doi.org/10.31893/multirev.2025338
Ng, D. T. K., Chan, E. K. C., & Lo, C. K. (2025). Opportunities, Challenges and school Strategies for Integrating Generative AI in Education. Computers and Education Artificial Intelligence, 100373. https://doi.org/10.1016/j.caeai.2025.100373
Ngo, T. T. A. (2023). The Perception by University Students of the Use of ChatGPT in Education. International Journal of Emerging Technologies in Learning, 18(17), 4–19. https://doi.org/10.3991/ijet.v18i17.39019
Oprea, S., & Bâra, A. (2025). Transforming Education with Large Language Models. Trends, Themes and Untapped Potential. IEEE Access, 13, 87292–87312. https://doi.org/10.1109/access.2025.3570649
OpenAI. (2023). GPT-4 Technical Report. OpenAI. https://openai.com/research/gpt-4
Reiss, M. J. (2021). The use of AI in education: Practicalities and ethical considerations. London Review of Education, 19(1). https://doi.org/10.14324/lre.19.1.05
Sain, Z. H., & Thelma, C. C. (2023). The Future of ChatGPT in the Pakistani Education System: Transforming Learning and Teaching Dynamics. International Journal of Instructional Technology, 2(2), 1–10. https://doi.org/10.33650/ijit.v2i2.9355
Shahzad, M. F., Xu, S., & Javed, I. (2024). ChatGPT Awareness, Acceptance, and Adoption in Higher Education: The Role of Trust as a Cornerstone. International Journal of Educational Technology in Higher Education, 21, 46. https://doi.org/10.1186/s41239-024-00478-x
Stahl, B. C., Eke, D. (2024). The ethics of ChatGPT – Exploring the ethical issues of an emerging technology. International Journal of Information Management, 74, 102700. https://doi.org/10.1016/j.ijinfomgt.2023.102700
University of Iowa. (2025). What is Library and Information Science? School of Library and Information Science - Graduate College | the University of Iowa. https://slis.uiowa.edu/about/what-library-and-information-science
Wu, D., Chen, M., Chen, X., & Liu, X. (2024). Analyzing K-12 AI education: A large language model study of classroom instruction on learning theories, pedagogy, tools, and AI literacy. Computers and Education Artificial Intelligence, 100295. https://doi.org/10.1016/j.caeai.2024.100295
Zeb, Ali & Ullah, Rafid & Karim, Rehmat. (2024). Exploring the role of ChatGPT in higher education: opportunities, challenges and ethical considerations. The International Journal of Information and Learning Technology, 41. https://doi.org/10.1108/IJILT-04-2023-0046
Zhang, P., & Tur, G. (2023). A systematic review of ChatGPT use in K‐12 education. European Journal of Education, 59(2). https://doi.org/10.1111/ejed.12599
DOI: https://doi.org/10.17509/edulib.v15i2.84630
DOI (PDF): https://doi.org/10.17509/edulib.v15i2.84630.g34545
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Edulib
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.