Abstract

This thesis examines the rapid, uncritical adoption of ChatGPT, a widely used generative AI model, by focusing on students' perceptions and use of the tool for writing tasks. The study explores three main questions: how learners use ChatGPT, the advantages and disadvantages they identify, and their awareness of its ethical implications. Using a qualitative approach, semi-structured interviews were conducted with 31 university students and recent graduates, followed by thematic analysis to uncover recurring patterns. Findings show that participants mainly used ChatGPT for drafting, research, editing, and brainstorming, valuing its efficiency and usability. However, they expressed concerns over generic, repetitive outputs, limited research capabilities, and the risk of deskilling, fearing dependence on the tool might erode their own skills. While participants recognized some ethical issues, particularly in education, disinformation, and privacy, awareness of bias, transparency, and sustainability was limited. Despite these drawbacks, participants generally maintained a positive attitude towards ChatGPT, with a strong interest in maximizing its benefits while attempting to manage its limitations. This study underscores the need for promoting critical engagement with AI through Human-Centred AI (HCAI), which emphasizes ethical considerations in technology use. The findings lay a foundation for future research aimed at addressing misconceptions about generative AI and creating educational strategies for ethical AI integration.