Welcoming or banning ChatGPT in higher education: Insights from Indonesia, Malaysia, and the Philippines
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Published
May 9, 2025
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Randy A. Tudy
Chee Keong Chin
Bonifacio G. Gabales, Jr
Ida G. Tudy
Abstract
The advent of artificial intelligence generative tools, specifically ChatGPT, has revolutionized the academic community, highlighting its positive contribution to both students and teachers. However, teachers have raised a lot of concerns, including ethical issues and academic integrity. This paper aims to explore the views and recommendations of professors on the use of ChatGPT by students in higher education. Using phenomenography, 22 professors in higher education from Malaysia (6), Indonesia (5), and the Philippines (11) willingly participated in the Key Informant Interviews (KII). Results revealed that the professors’ views were divided into negative impacts (technology dependence and ethical problems) and positive contributions (user's convenience and enhancement of writing content). Moreover, they recommended (1) training on the proper use of ChatGPT and (2) protocols for using ChatGPT. The views and recommendations of the professors showed the inevitability of ChatGPT's use in higher education. Hence, the need for policies and guidance is also foreseeable and should be in place to guide and deter any ethical problems.
How to Cite
Tudy RA, Chin CK, Gabales, Jr BG, Tudy IG. 2025. Welcoming or banning ChatGPT in higher education: Insights from Indonesia, Malaysia, and the Philippines. The Palawan Scientist. 17(2):13–22. https://doi.org/10.69721/TPS.J.2025.17.2.02.
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Keywords
academic integrity, artificial intelligence, education, technology
References
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Creswell J. 1998. Qualitative Inquiry and Research Design: Choosing Among Five Traditions (2nd ed). Sage Publication, Inc, California, United States of America. 395pp.
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Elbanna S and Armstrong L. 2024. Exploring the integration of ChatGPT in education: adapting for the future. Management & Sustainability: An Arab Review, 3(1): 16-29. https://doi.org/10.1108/MSAR-03-2023-0016
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Farrokhnia M, Banihashem SK, Noroozi O and Wals A. 2023. A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 61(3): 460-474. https://doi.org/10.1080/14703297.2023.2195846
Fuchs K. 2023. Exploring the opportunities and challenges of NLP models in higher education: is Chat GPT a blessing or a curse?. Frontiers in Education, 8: 1166682. https://doi.org/10.3389/feduc.2023.1166682
Gammoh LA. 2024. ChatGPT in academia: exploring university students’ risks, misuses, and challenges in Jordan. Journal of Further and Higher Education, 48(6): 608-624. https://doi.org/10.1080/0309877X.2024.2378298
Gao Y, Wang Q and Wang X. 2024. Exploring EFL university teachers’ beliefs in integrating ChatGPT and other large language models in language education: a study in China. Asia Pacific Journal of Education, 44(1): 29-44. https://doi.org/10.1080/02188791.2024.2305173
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Giray L and Aquino R. 2024. Use and impact of ChatGPT on undergraduate engineering students: A case from the Philippines. Internet Reference Services Quarterly, 28(4): 453-462. https://doi.org/10.1080/10875301.2024.2384028
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Hasanein AM and Sobaih AEE. 2023. Drivers and Consequences of ChatGPT Use in Higher Education: Key Stakeholder Perspectives. European Journal of Investigation in Health, Psychology and Education, 13(11): 2599-2614. https://doi.org/10.3390/ejihpe13110181
Heung YME and Chiu TK. 2025. How ChatGPT impacts student engagement from a systematic review and meta-analysis study. Computers and Education: Artificial Intelligence, 8: 100361. https://doi.org/10.1016/j.caeai.2025.100361
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