Generative AI in Higher Education: Perceptions of Credibility, Reliability, Gratifications, and Ethical Concerns among University Students in Lahore, Pakistan

Abstract

This study investigates the perceptions of credibility, reliability, gratifications, and ethical concerns regarding Generative AI (GenAI) among higher education students in Lahore, Pakistan. Employing the Uses and Gratifications (U&G) theory as its theoretical framework, this quantitative survey involved 500 students from various higher education institutions. The demographic profile of the participants was almost equal gender distribution (52% female, 48% male), with a significant majority (81%) that were 18-24 of age. Most participants (66%) reported a middle-income family status, and 86% were enrolled in Bachelor of Science (BS) programs. Findings indicate that students primarily utilize GenAI for academic purposes such as brainstorming, summarizing, and academic writing. A strong correlation was observed between students' motivations and the gratifications sought from GenAI use, while ethical concerns play a minor role. Findings also highlight that students don’t use GenAI too much. They are in early adoption phase of this technology. Demographic factors don’t play much role in students’ GenAI use. Their skills (technical, critical) and the reliability perception of tool are also some important factors that influences GenAI use. This research provides valuable insights into the evolving landscape of GenAI adoption in higher education within a developing country context, highlighting both its utility and the associated challenges concerning trust and ethics. Future research should focus on educator perspectives and the impact of GenAI on student performance.