Abstract The rapid adoption of AI-powered conversational agents such as ChatGPT is transforming the landscape of higher education in Hong Kong, offering both unprecedented opportunities for personalszed learning and complex challenges to academic integrity. This study investigates the perceptions and experiences of students across eight Hong Kong universities, employing a quantitative design that analyses questionnaire data from 200 students. Results reveal a pronounced polarisation: while students—particularly those with lower GPAs—appreciate ChatGPT’s capacity to clarify complex concepts and facilitate research, their counterparts with higher GPAs express deep concerns about dependency, plagiarism, and the erosion of critical thinking skills. The findings underscore the urgent need for Hong Kong universities to implement comprehensive policies, advanced AI-detection tools, and targeted educational initiatives that foster a culture of integrity and responsible AI use. This research contributes to ongoing debates about the integration of generative AI in higher education, advocating for localised, policy-driven solutions that balance innovation with ethical stewardship.
Lo et al. (2025) studied this question.
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