Dataset1_2_3 for ChatGPT

The objective of this study is to examine teachers’ and students’ use of ChatGPT at social science faculty at both public and private universities in Bangladesh. This study employed mixed method approach. Quantitative data were collected through questionnaire survey from 402 teachers and 440 students of eight different public and private universities following a stratified sampling approach. A convenience sampling technique was followed with a view to collecting qualitative data through in-depth interviews of 32 participants, including 16 teachers both public and private universities and 16 students from both public and private universities. The research presents that students and teachers both have proficiency, but there is a gap in expertise. Students perceive ChatGPT as beneficial for better learning outcomes, while teachers find it helpful in preparing for classes and instructional materials. Both teachers and students consider ChatGPT to require minimal effort. Though students are influenced by their peers to use it, teachers are not. On the other hand, teachers have more behavioral intentions to use it in the future than students. Yet worries over ethical use, reliance, and information accuracy prevail. High cost and language barriers are also listed as reasons for accessibility issues. The findings of this study have significant implications for the development of policies, research endeavors, and teaching-learning practices in the higher education sector in Bangladesh and similar contexts.

本研究旨在调研孟加拉国公立与私立大学社会科学院系中教师与学生对ChatGPT（ChatGPT）的使用情况。本研究采用混合研究方法，通过分层抽样法，从8所不同的公立与私立大学中选取402名教师与440名学生作为调研对象，以问卷调查的方式收集定量数据。为收集定性数据，本研究采用便利抽样法，对32名受访者开展深度访谈，其中包括来自公立与私立大学的16名教师，以及同来自两类院校的16名学生。研究结果显示，教师与学生均具备一定的ChatGPT使用熟练度，但在专业能力层面仍存在差距。学生认为ChatGPT有助于提升学习成效，而教师则认为其在备课与教学材料制作方面颇具助益。师生双方均认为使用ChatGPT所需投入的精力极少。尽管学生受同伴影响而使用该工具，教师却并未受此影响。相较学生而言，教师未来使用ChatGPT的行为意向更强。不过，当前仍普遍存在对ChatGPT伦理使用、依赖程度及信息准确性的担忧。此外，使用成本高昂与语言壁垒也被列为影响其可及性的因素。本研究结果对于孟加拉国及类似语境下高等教育领域的政策制定、相关研究开展以及教学实践优化均具有重要的参考价值。