REGULATION OF THE USE OF CHATGPT IN THE UNIVERSITY ENVIRONMENT: A CONCEPTUAL REVIEW AND ITS SIGNIFICANCE IN MAINTAINING ACADEMIC ETHICS

Abstract

The emergence of ChatGPT as an artificial intelligence technology has had a significant impact on academic processes in higher education, serving both as a learning tool and as a potential threat to academic integrity. One of the main issues that has arisen is the risk of plagiarism, excessive reliance on technology that may undermine critical thinking skills, and violations of other academic ethical values. This article aims to examine the concept of regulating the use of ChatGPT in higher education institutions and to analyze its significance in upholding academic ethics. This study adopts a qualitative approach through a literature review that explores policies, theories, and research related to the use of artificial intelligence in higher education. The findings indicate that comprehensive and adaptive regulations are essential to guide the responsible use of ChatGPT. Such regulations not only provide clear boundaries but also promote healthy digital literacy, ensuring that the technology can be utilized optimally without compromising academic principles. This study recommends the need for collaboration among stakeholders in the formulation of policies to ensure that the resulting regulations are relevant and applicable in the context of the current digital era.