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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.
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Tudy et al. (2025) studied this question.
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