Leveraging GPT for Personalized Learning in Higher Education: Opportunities, Challenges, and Student Perspectives across India

Abstract

Higher education is evolving owing to the implementation of GPT platforms which allow for real-time, automated tutoring, and provide tailored content, resulting in personalized adaptive learning. Besides increased self-efficacy and engagement, the tools do pose risks such as data privacy concerns, academic dishonesty, and limited accessibility. This study examines the implementation of GPT technology by college students from different regions across India with a particular study on Bihar and other states for balanced representation. It combines methods through literature and fieldwork, including an analysis of existing documents. To evaluate established patterns of usage, effectiveness, and challenges, a semi-structured questionnaire focusing on GPT use will be distributed through Google Forms. Additionally, incorporating case studies of institutions that have integrated GPT will enhance practical understanding. This research seeks to evaluate the impact of GPT technology on academic performance regionally, assess the disparities in adoption rate by region, and suggest frameworks for safe and responsible AI use within educational systems while mitigating critical concerns. Institutions will be equipped with the means to employ GPT technology to elevate learning experiences without sacrificing academic honesty and accessibility.

Introduction

The study explores how Generative Pre-trained Transformers (GPT) tools (e.g., ChatGPT, Gemini, Copilot) are being used in India’s higher education system, analyzing patterns of use, perceptions of usefulness, ethical concerns, and institutional readiness.

Key Objectives & Theoretical Frameworks

• The research aims to evaluate students’ acceptance, usage, and ethical understanding of GPT tools.

• It uses the Technology Acceptance Model (TAM) and Theory of Planned Behavior (TPB) to understand the factors driving adoption and responsible use.

Main Findings:

1. High Usage and Familiarity

• 95% of students reported using AI tools.

• 69 out of 77 students agreed GPT enhanced their learning.

• 66 students said GPT improved their academic efficiency.

• 85%+ found the tools easy to use, showing high acceptance.

• GPT usage is especially prevalent among male students, private college attendees, and those in Computer Science fields.

2. Demographic Insights

• Most users (46%) were aged 21–23, primarily undergraduates or postgraduates.

• 79% of respondents were male, indicating a gender gap in tech adoption.

• 88% were from private institutions, suggesting limited AI access in government colleges.

• The sample was dominated by tech-focused disciplines (96% from Computer Science).

3. Patterns of Use

• GPT is used daily by the majority, especially undergraduates and private institution students.

• Non-technical disciplines (e.g., Finance, Journalism) showed limited or inconsistent GPT usage.

• Private institution students exhibited more frequent and consistent use compared to government college students.

Ethical & Institutional Concerns

• Over half of students felt unsure about the ethical boundaries of AI tools.

• Few students reported receiving guidance from institutions regarding responsible use.

• This suggests a gap between technological adoption and governance, leading to potential misuse or ethical ambiguity.

• Students want clear institutional policies and ethics training for AI tools.

Literature Insights

• GPT tools help personalize learning, simplify tasks (like drafting emails, generating ideas), and act as near-tutor support.

• Gender, institution type, and digital infrastructure significantly affect AI adoption.

• Scholars urge that ethical education, institutional support, and clear policies are essential for responsible AI use.

Methodology

• A mixed-methods design was used with 77 student participants.

• Data was gathered via a semi-structured Google Form survey, covering demographics, GPT usage behavior, and ethical perceptions.

• Analysis included both quantitative (frequency, cross-tabulation) and qualitative (open-ended) data.

Conclusion

Similar to other platforms, GPT advocates for the revolution of higher education as it offers personalized learning experiences, student engagement, and academic assistance. These functions can tremendously optimize a student’s educational experience. That said, the application and use of AI in education should be examined to discern accessible technologies, ethical concerns, and potential algorithmic biases. This report shows the remarkable willingness students have towards the integration of AI technologies into their work, marking enthusiasm towards the aforementioned opportunities. Students expressed their appreciation for novel initiatives but at the same time, pointed out the gap in institutional support and complemented digital literacy programs with ethical considerations. There is a need for further investigation on the impact of AI technology on student performance over time and how to effectively nurture AI literacy. Achieving the educational revolution mentioned earlier will demand a carefully crafted AI-inclusive policy that is ethical, exhaustive, and free from biases.

References

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Copyright

Copyright © 2025 Prince Kumar, Dr. Rashmi Shekhar. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.