Learning with ChatGPT: Challenges and Benefits for Diverse College Students in Higher Education

Generative artificial intelligence (GenAI), such as ChatGPT 3.5, presents academic challenges to college student users. Past literature has emphasized using non-diverse student samples, which limits understanding of diverse students’ perspectives and experiences in using ChatGPT in the learning process. Diverse students face challenges in addressing their learning needs and seeking additional academic support. As such, this study aims to examine the experiences of diverse students using ChatGPT to identify learning challenges and opportunities in higher education, drawing on Intersectionality Theory and Connectivism Learning Theory. A qualitative methodological approach using a Generic Qualitative Inquiry (GQI) design was employed by interviewing 27 diverse student participants from a public higher education institution. In examining the first research question on learning challenges in using ChatGPT, the findings revealed that diverse students reported reduced critical thinking, research limitations, and difficulties in using it effectively. Findings also revealed that they were becoming dependent on AI answers. Diverse students also acknowledged issues such as inaccuracies and misinformation, as well as adherence to academic integrity. In examining the second research question about the benefits of using ChatGPT, the findings showed that ChatGPT was perceived as practical and accessible, valuable for time management, and useful for gaining a deeper understanding and for studying. ChatGPT was also helpful in language development and proficiency. Findings also revealed that students were using ChatGPT to brainstorm and understand assignments, and to guide them in completing assignments. Implications point to the recognition that ChatGPT provides academic value to the learning experience of diverse students, which they can obtain beyond the realms of the classroom and university settings. Given that ChatGPT also poses challenges for learning, implications for educators include considering strategies to help diverse students navigate their learning expectations of ChatGPT use in their classrooms. Broader theoretical implications are interpreted through Intersectionality Theory and Connectivism Learning Theory, raising considerations for learning equity, institutional policy, and the cultural responsiveness of AI tools. This study provides needed qualitative evidence of diverse students’ experiences of using ChatGPT for learning in courses, which can inform efforts toward learning inclusion in academic environments.