The Impact of ChatGPT on Students’ Critical Thinking and Academic Integrity in Higher Education: Evidence from Vietnamese University Students

Abstract

The rapid development of generative artificial intelligence, particularly ChatGPT, has created new opportunities and challenges for higher education. While ChatGPT can support students in searching for information, generating ideas, summarizing materials, and improving academic writing, concerns have emerged regarding over-reliance, reduced critical thinking, inaccurate information, and academic dishonesty. This study investigates the impact of ChatGPT use on students’ critical thinking and academic integrity in the context of Vietnamese higher education. Following a mixed-methods design similar to recent studies on AI in education, data were collected through a structured questionnaire consisting of closed-ended and open-ended questions. The illustrative sample included 150 university students who had experience using ChatGPT for academic purposes. Quantitative data were analyzed using frequency and percentage calculations, while qualitative responses were analyzed through thematic analysis. The findings indicate that ChatGPT is widely used by students, mainly for summarizing documents, generating ideas, translating texts, explaining difficult concepts, and supporting assignment preparation. Most students perceived ChatGPT as useful for saving time and improving learning efficiency. However, several concerns were identified, including dependence on AI-generated answers, limited verification of information, reduced independent thinking, plagiarism risks, and uncertainty about acceptable academic use. The study concludes that ChatGPT should not be viewed simply as a threat to education, but as a tool that requires clear institutional guidelines, AI literacy training, ethical awareness, and redesigned assessment methods. A balanced approach is needed to ensure that ChatGPT supports learning while preserving students’ critical thinking and academic integrity.