The survey sample includes over 23,000 university students from 109 countries, such as Ecuador, Italy, Tanzania, the Palestinian Territories, and Cyprus, among others. The research reveals that the primary uses of ChatGPT among respondents have been idea generation, text synthesis, and research article searching. While some have also used it for professional and creative writing, the majority have particularly valued its ability to simplify complex information and summarise content. However, students have found it less reliable for providing accurate information and supporting classroom learning, although some have highlighted that its explanations are clearer than those of their peers or lecturers.

The study also points to a widespread concern about the need to regulate artificial intelligence at all levels of education. Students expressed worries about ChatGPT's potential to encourage plagiarism, academic dishonesty, and social isolation. Still, they acknowledged its potential to improve access to knowledge, optimise studying, and increase the likelihood of achieving better grades.

Regarding the skills that ChatGPT could boost, students indicated that the tool could help improve AI literacy, digital communication, and content creation. However, they perceived it as less useful for developing interpersonal skills, decision-making, numerical reasoning, native language proficiency, and critical thinking.

In terms of its impact on the labour market, students believed ChatGPT would increase demand for AI-related skills and facilitate remote work, although they did not think it would significantly affect unemployment. From an emotional perspective, most students reported feeling curious and at ease when using the tool.

The study also identified differences in perceptions of ChatGPT's use based on sociodemographic and geographical factors. Frederic Marimon, director of OIANT, emphasised that "these findings can be highly valuable for academic leaders and teachers when designing curricula, teaching methods, and assessment tools that incorporate the use of artificial intelligence." He added, "Furthermore, policymakers can consider these findings when defining strategies for secondary and higher education, taking into account the evolving labour market and the development of digital skills."

Representatives from UIC Barcelona who took part in the study include Frederic Marimon, director of OIANT; Marta Mas, dean of the Faculty of Social and Economic Sciences; and Ruggero Colombari, lecturer of business administration.