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A 15-item questionnaire was administered to 114 students aged 16–17, analyzing closed responses descriptively and open responses via content analysis. 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Closed-ended answers were analyzed descriptively, while open-ended responses were analyzed using content analysis.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What do students mainly use ChatGPT for?",{"text":117,"@type":113},"Students predominantly use ChatGPT for schoolwork and tend to attribute high reliability to its outputs.",{"name":119,"@type":110,"acceptedAnswer":120},"What ethical weaknesses were identified regarding ChatGPT use?",{"text":121,"@type":113},"The study found weaknesses in students’ ethical understanding, especially related to academic integrity and plagiarism, motivating the need for critical AI literacy and ethical integration in education.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600520,1792154269,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","OPEN ACCESS  \nResearch Article  \nContemporary Educational Technology, 2025, 17(4), ep610 ISSN: 1309-517X (Online)  \nPortuguese secondary school students’ perceptions regarding the use of ChatGPT  \nAna Callado 1  \n 0009-0002-5811-8530  \nIsabel Saúde 2  \n 0000-0002-3004-8529  \nJosé Luís Araújo 3*  \n 0000-0002-0617-2407  \n1 Department of Education and Psychology, University of Aveiro, Aveiro, PORTUGAL  \n2 CIQUP, IMS, Science Teaching Unit, Faculty of Sciences, University of Porto, Porto, PORTUGAL  \n3 CIDTFF, Department of Education and Psychology, University of Aveiro, Aveiro, PORTUGAL  \n* Corresponding author: [jlaraujo@ua.pt](jlaraujo@ua.pt)  \nCitation: Callado, A., Saúde, I., & Araújo, J. L. (2025) . Portuguese secondary school students’ perceptions regarding the use  \nof ChatGPT. Contemporary Educational Technology, 17(4), ep610. [https://doi.org/10.30935/cedtech/17516](https://doi.org/10.30935/cedtech/17516)  \nARTICLE INFO ABSTRACT  \n\n| Received: 6 May 2025\u003Cbr>Accepted: 10 Oct 2025\u003Cbr>INTRODUCTION | The rapid spread of generative artificial intelligence (GenAI) in contemporary society calls for arethinking of education. This study investigates Portuguese secondary students’ perceptions of chat generative pre-trained transformer (ChatGPT) in education. In 2024, we surveyed 114 students (aged 16-17) from one school in 2024 using a 15-item questionnaire (closed-and openended items) covering five dimensions: (1) knowledge of AI and ChatGPT; (2) use of ChatGPT; (3) perceived accuracy of ChatGPT-generated outputs; (4) the potential of ChatGPT for teaching; and (5) ethics and academic integrity. Responses to closed-ended items were analyzed descriptively and open-ended responses underwent content analysis. The results indicate that, although most students are familiar with AI and ChatGPT, their demonstrated knowledge is largely utilitarian and superficial. Students predominantly use ChatGPT for schoolwork and attribute high reliability to its outputs, often without the necessary critical evaluation. We also identified weaknesses in their ethical understanding, particularly regarding academic integrity and plagiarism. We argue for critical AI literacy and teacher professional development to support pedagogically grounded and ethical integration of GenAI. Education for the ethical and responsible use of these technologies proves essential to prepare young people for future challenges.\u003Cbr>Keywords: ChatGPT, generative artificial intelligence, students’ perceptions, secondary education |\n| --- | --- |\n\nArtificial intelligence (AI) is the field of computer science that studies the programming of computer systems to enable them to perform intelligent tasks, such as learning, judgement, and decision-making (Ali et al., 2024). According to Popenici and Kerr (2017), AI encompasses “computing systems that are able to engage in human-like processes such as learning, adapting, synthesizing, self-correction and use of data for complex processing tasks”(p. 2) .  \nGenerative artificial intelligence (GenAI) is a subcategory of AI that enables the creation of content–such as text, images, sounds, videos, music, computer code, or combinations of these different types of content (Chan & Hu, 2023; Farrelly & Baker, 2023)–from large volumes of data. GenAI and specifically chat generative pre-trained transformer (ChatGPT), is a family of large language models (LLMs) developed by OpenAI that is distinct from previous chatbots, which merely responded based on the static information available in their  \ndatabases at the time of creation; by contrast, ChatGPT does not “learn” from each prompt but conditions its outputs on the prompt and prior context; unless explicitly updated or fine-tuned, its parameters remain fixed. This paradigm represents a significant technological advance in natural language processing and in LLMs. LLMs are trained on large datasets. Dwivedi et al. (2023) highlight that GenAI applications are capable of producing high-quality text, ","cbCaia0RmDFOZGGU","https://ap.wps.com/l/cbCaia0RmDFOZGGU","pdf",364942,18,"English","# Introduction\n## Background: AI and GenAI\n## Study design and questionnaire dimensions\n## Results: knowledge, use, accuracy perception, and ethics","[{\"question\":\"How was the study conducted and what data were collected?\",\"answer\":\"A questionnaire with 15 items was administered to 114 Portuguese secondary students aged 16–17. Closed-ended answers were analyzed descriptively, while open-ended responses were analyzed using content analysis.\"},{\"question\":\"What do students mainly use ChatGPT for?\",\"answer\":\"Students predominantly use ChatGPT for schoolwork and tend to attribute high reliability to its outputs.\"},{\"question\":\"What ethical weaknesses were identified regarding ChatGPT use?\",\"answer\":\"The study found weaknesses in students’ ethical understanding, especially related to academic integrity and plagiarism, motivating the need for critical AI literacy and ethical integration in education.\"}]","Portuguese secondary school students’ perceptions regarding the use of ChatGPT | PDF",1792090856,45]