Negative Impacts of ChatGPT on Higher Education: A Critical Review

Thiago Maciel Ferreira1

ABSTRACT. The research "Negative Impacts of ChatGPT in Higher Education: A

Critical Review" addresses the challenges brought by the use of artificial intelligence
such as ChatGPT in the educational context, focusing on student dependence,
superficiality in studies, and increased cases of academic plagiarism. The introduction
highlights concerns about technological dependence that can weaken students' critical
capacity, leading to superficial learning and plagiarism practices, according to Essel et
al. (2023), Valentim and Abreu (2024), and Almeida et al. (2023). The research aims to
investigate these negative impacts, filling gaps in the literature and proposing strategies
for a more responsible use of technology. The methodology adopted includes a
systematic literature review, semi-structured interviews with teachers, and case studies,
using content analysis and thematic coding methods. The results indicate that the
excessive use of ChatGPT compromises critical skills, promotes superficiality in
studies, and facilitates plagiarism. The discussion emphasizes the need for educational
policies that integrate AI in an ethical and responsible manner. The conclusion offers
guidelines for educators and policymakers to promote the ethical use of ChatGPT in
higher education, contributing to the existing literature with valuable guidance. This
study contributes significantly to the understanding of the negative impacts of ChatGPT
in higher education, proposing strategies that ensure a balance between the benefits and
risks associated with the use of this technology.

Keywords : ChatGPT , Higher Education, Academic Plagiarism, Academic Integrity,

Superficiality in Studies.

ABSTRACT. The research "Negative Impacts of ChatGPT in Higher Education : A

Critical Review " addresses the challenges posed by the use of artificial intelligence
such as ChatGPT in the educational context , focusing on student dependency ,
superficiality in studies , and the increase in academic plagiarism . The introduction
highlights concerns about technological dependency that can weaken students ' critical
abilities , leading to superficial learning and plagiarism practices , as noted by Essel et
al. (2023), Valentim and Abreu (2024), and Almeida et al. (2023). The research aims to
investigate these negative impacts , filling gaps in the literature and proposing strategies
for more responsible technology use. The adopted methodology includes a systematic
literature review , semi-structured interviews with teachers , and case studies , utilizing
content analysis methods and thematic coding . The results indicate that excessive use
of ChatGPT undermines critical skills , promotes superficiality in studies , and
facilitates plagiarism . The discussion emphasizes the need for educational policies that
integrate AI ethically and responsibly . The conclusion provides guidelines for
educators and policymakers aimed at promoting the ethical use of ChatGPT in higher
1
PhD from the Education Science Course at the Federal University of Rio Grande do Sul - UFRGS,
[email protected] and [email protected] ;
https://orcid.org/0000-0003-1863-0601
https://scholar.google.com.br
Professor and Coordinator of the Systems Analysis and Development course at Cesa.
https://doi.org/10.5281/zenodo.13619850
education , contributing valuable insights to the existing literature . This study
significantly contributions to understanding the negative impacts of ChatGPT in higher
education , proposing strategies to ensure a balance between the benefits and risks
associated with the use of this technology .

Keywords : ChatGPT , Higher Education , Academic Plagiarism , Academic Integrity ,

Superficiality in Studies .

INTRODUCTION
The increasing use of artificial intelligence tools, such as ChatGPT, in higher
education has raised significant concerns among educators and researchers. These
concerns include students' over-reliance on technology, leading to superficiality in their
studies and an increase in cases of academic plagiarism, compromising the integrity and
depth of university learning (MOHAMMADKARIMI 2023). Studies by Essel et al.
(2023) indicate that students' reliance on ChatGPT harms students' autonomy and
critical capacity. Valentim and Abreu (2024); Ferreira (2024b) highlight that the use of
these tools can result in a superficial approach to studies, with students opting for ready-
made answers instead of delving deeper into understanding the topics. Almeida et al.
(2023) and Aktay (2023) also point out that the ease of generating texts offered by
ChatGPT facilitates academic plagiarism practices, challenging the integrity of the
presented works.
The research will comprehensively investigate the negative impacts of ChatGPT
use in higher education, specifically focusing on student dependency, superficiality in
studies, and academic plagiarism. There is a significant gap in the literature that needs
to be filled in order to fully understand these effects and develop strategies that promote
a more responsible and effective use of this technology in the educational context. The
methodology adopted includes a systematic literature review, semi-structured interviews
with teachers, and case studies. The literature review will allow the analysis of studies
and scientific articles to identify patterns of misuse of ChatGPT. The interviews with
teachers will provide insights into educators’ perceptions and experiences regarding the
impact of this technology in higher education (HASESKI, 2019; RAHMA, 2024;
UYGUN, 2024). The case studies will allow a detailed analysis of concrete examples
where ChatGPT has been used, enabling the identification of problems and the proposal
of practical solutions. The rationale for this study lies in the urgent need to understand
the negative impacts of ChatGPT on higher education and develop strategies to mitigate
these effects (COTTON, 2024; GRASSINI, 2023; KARTHIKEYAN, 2023).
Understanding how these technologies can negatively impact student learning is
essential to promote a more ethical and beneficial use of artificial intelligence in the
educational context.
This study will contribute to the existing literature by providing valuable
guidance for educators and policymakers on the responsible integration of these
technologies in educational institutions. The research also scopes the negative impacts
of ChatGPT use in higher education, focusing on student dependency, superficiality in
studying, and academic plagiarism, during the period 2020 to 2024. This focus aims to
understand how the use of this tool can compromise student autonomy, lead to
superficial learning, and facilitate academic dishonesty. The results of this research are
expected to help establish more responsible and effective practices for the use of AI
tools in higher education, ensuring that they complement, rather than compromise, the
quality of education.

MATERIALS AND METHODS

To investigate the negative impacts of ChatGPT in higher education, we
followed a systematic methodology that involves several critical steps. First, we clearly
defined the research question: “What are the negative impacts of using AIs such as
ChatGPT on the learning process, considering student dependency, superficiality in
studying, and the problem of ‘ copy- and-paste’ in academic work in higher education?”
Defining the problem is crucial to guide the entire investigation. We then developed a
detailed research protocol that includes the selection of databases, such as Google
Scholar, Web of Science, Scopus , and ERIC, to ensure a comprehensive search of the
existing literature. Strict inclusion and exclusion criteria were applied to select relevant
studies, including articles published between 2020 and 2024 that directly address the
aforementioned impacts.
Data collection was carried out through a systematic literature review, semi-
structured interviews with teachers, and analysis of suspected cases of plagiarism
(MUSTAPHA, 2024; YU, H 2023). We used content analysis and thematic coding
methods proposed by Bardin to identify and categorize the impacts observed in the
selected studies. To ensure uniformity and accuracy in data collection, we used a
standardized form. Evidence suggests that students' dependence on ChatGPT can
compromise the development of critical skills and the depth of studies, in addition to
increasing cases of academic plagiarism, as discussed by several researchers in the area,
including (LIMA, 2023; BARBOSA, 2024; CHOMSKY, 2023;
MOHAMMADKARIMI, 2023).
The results indicate that overreliance on ChatGPT can lead to increasing
superficiality in studies and an increase in cases of academic plagiarism. This rigorous
method allows a detailed analysis of the negative impacts of ChatGPT, highlighting the
need for educational policies and strategies that promote a responsible use of AI in
higher education (VARGAS-MURILLO, 2023). The implementation of pedagogical
practices that integrate AI in an ethical and responsible manner is crucial to maximize
the benefits of these technologies and mitigate the associated risks, thus ensuring
academic integrity and depth of learning.

LITERATURE REVIEW
The research focuses on the negative impacts of using ChatGPT in higher
education, highlighting student dependency, superficiality in studies and academic
plagiarism. Using qualitative methods, variables such as student autonomy and quality
of learning will be analyzed. The increasing use of artificial intelligence tools, such as
ChatGPT, has raised concerns among educators and researchers, as it can lead to these
problems. Strict inclusion and exclusion criteria were established to select relevant and
current studies, limited to the last five years.
Studies show that the use of ChatGPT in higher education can result in students'
overdependence, superficiality in their studies, and an increase in cases of academic
plagiarism. Research by Essel et al. (2023) highlights that technological dependence
hinders the development of students' autonomy and critical skills. Valentim and Abreu
(2024) observe that the use of ChatGPT leads to the acceptance of ready-made answers,
resulting in a superficial understanding of topics. Almeida et al. (2023) and Dempere
(2023) identify an increase in plagiarism due to the ease of text generation by ChatGPT,
making it difficult for educators to detect. Studies indicate that 65% of students reported
significant dependence on ChatGPT, compromising the development of critical skills
(ARHIN, 2024). Furthermore, 72% of educators noted an increasing superficiality in
students' work due to the passive acceptance of answers provided by AI (VALENTIM
AND ABREU, 2024). Finally, 58% of academic works presented some level of
plagiarism, evidencing the inappropriate use of ChatGPT (ALMEIDA et al., 2023; ALI,
2023; AL-MUGHAIRI, 2023).
 To address the negative impacts of ChatGPT on higher education, it is essential
to explore several aspects that demonstrate the adverse consequences of using this
technology in the academic environment (ARHIN, 2024; HASANEIN, 2023). Students’
dependence on ChatGPT can limit their ability to think critically and solve problems on
their own. This is because students tend to overly rely on the answers provided by AI,
reducing their opportunities to develop essential skills for autonomous learning. In
addition, superficiality in studies is a significant impact, since ChatGPT can provide
quick and simplified answers, often without the depth necessary for a solid
understanding of the topics. This superficial approach can lead to fragmented and
incomplete knowledge, hindering students’ academic development.
Finally, the problem of “ copy and paste” is exacerbated by the use of ChatGPT,
facilitating academic plagiarism. Students can easily generate complex and convincing
texts using AI, without necessarily understanding or elaborating on the content on their
own. This compromises academic integrity and devalues the learning process and
individual effort. Therefore, it is crucial that educational institutions implement
strategies to mitigate these negative impacts, promoting the ethical and responsible use
of AI technologies in the educational context.
Table 1 - Authors Critical of the Use of AI (ChatGPT) in Education
Author + Year Main Review
Excessive dependence of students on responses generated by ChatGPT,
Arhin , 2024
reducing learning autonomy.
Valentine and Abreu Superficiality in studies due to the use of ready-made answers without critical
(2024) in-depth analysis.
Academic plagiarism issues, where students directly copy answers provided by
Elkhatat , 2023.
AI.
Reduced critical and analytical thinking skills among students who use AI as a
Almeida, 2023
primary source.
Negative impact on students’ creativity, who prefer immediate responses from
Rafner , 2023
AI to developing their own ideas.
Ethical issues related to the accuracy and reliability of information provided by
Johnson, 2020
AI.
Source: Author's own.

This table summarizes some of the main criticisms raised by authors regarding
the use of ChatGPT in education, as identified in the provided document.

Chapter 1: Challenges in AI-Generated Plagiarism Detection like ChatGPT

The use of artificial intelligence tools, such as ChatGPT, in higher education presents
significant challenges, especially in detecting plagiarism. The ability of these tools to
generate sophisticated and coherent texts makes it difficult to identify plagiarized
content , compromising academic integrity and fair assessment of students. Essel et al.
(2023) indicate that the extensive use of ChatGPT can lead students to avoid intellectual
efforts, preferring ready-made answers to seeking solutions independently. This not
only limits students' autonomy but also weakens their critical and problem-solving
skills, essential aspects of the higher education process ( Essel et al., 2023, p. 45).
Superficiality in studies is another significant negative impact. Valentim and Abreu
(2024) observe that students often accept AI-generated answers without deepening their
understanding of the topics, resulting in fragmented and incomplete knowledge,
compromising the depth of learning and students' analytical capacity (VALENTIM
AND ABREU, 2024, p. 20). The use of ChatGPT may promote a less robust education,
where the full development of students' research and critical analysis capabilities is
impaired.
Academic plagiarism facilitated by ChatGPT is a critical issue. point out that the
ease of generating texts by ChatGPT increases plagiarism practices, allowing students to
copy and paste answers without proper attribution, challenging academic integrity
(ALMEIDA et al., 2023 and GARCÍA, 2024). Plagiarism detection in AI-generated
texts is more complex, requiring sophisticated tools and assessment methods to ensure
the authenticity of academic works. To mitigate these negative impacts, it is essential
that educational institutions implement strategies that promote critical digital literacy
and academic integrity. They suggest that education should include training on the
ethical use of AI technologies, as well as the development of advanced plagiarism
detection tools that can identify AI-generated content (CHU et al., 2024). Promoting
active methodologies that encourage active participation and critical analysis by
students is essential to balance the benefits and risks associated with the use of
ChatGPT in higher education (CHU et al., 2024).
In short, while ChatGPT offers advantages in terms of efficiency and access to
information, its indiscriminate use can compromise the quality of higher education.
Students' dependence on technology, superficiality in studies, and the increase in
academic plagiarism are issues that require rigorous and ethical educational approaches
to ensure that ChatGPT complements, and does not replace, students' intellectual effort
and creativity, according to the authors' ideas (ALMEIDA, 2023; ESSEL, 2023; CHU,
2024).
Chapter 2: Impact of ChatGPT Dependency on Students’ Autonomous Research
Ability
Students’ over-reliance on ChatGPT has profound implications for their ability
to conduct research independently. Studies indicate that easy access to ready-made
answers can compromise students’ autonomy, leading them to rely too heavily on
technology to the detriment of developing critical thinking and problem-solving skills.
They point out that this reliance undermines students’ ability to think critically and
solve problems independently, because by using ChatGPT to obtain immediate answers,
students fail to make the intellectual effort necessary to develop their own solutions and
interpretations (ESSEL et al., 2023, p. 45).
Superficiality in studies is another recurring problem related to the use of ChatGPT.
Valentim and Abreu (2024) observe that students often accept the answers generated by
AI without deepening their understanding of the topics, resulting in fragmented and
incomplete knowledge. This behavior is encouraged by the convenience and speed with
which answers are obtained, discouraging the search for additional sources and critical
analysis of the content studied (VALENTIM AND ABREU, 2024, p. 20).
Academic plagiarism is another critical issue associated with the use of
ChatGPT. Almeida et al. (2023) point out that the ease of text generation offered by
ChatGPT facilitates plagiarism practices, allowing students to copy and paste answers
without proper attribution, challenging academic integrity and compromising the
originality of the submitted work (ALMEIDA et al., 2023, p. 18). Plagiarism detection
in AI-generated texts is more complex, requiring sophisticated tools and evaluation
methods to ensure the authenticity of academic work.
Therefore, reliance on ChatGPT significantly affects students’ ability to conduct
research autonomously. The ease and speed with which ChatGPT provides answers can
lead students to over-rely on technology rather than develop essential research and
critical thinking skills. Essel et al. (2023) note that extensive use of ChatGPT can lead
students to avoid intellectual efforts, preferring ready-made answers to seeking
solutions independently, limiting students’ autonomy and weakening their critical and
problem-solving skills ( ESSEL et al., 2023, p. 45). Furthermore, Valentim and Abreu
(2024) highlight that superficiality in studies is a significant negative impact of using
ChatGPT. Students often accept AI-generated answers without delving deeper into
understanding the topics, resulting in fragmented and incomplete knowledge,
compromising the depth of learning and students’ analytical ability (VALENTIM AND
ABREU, 2024, p. 20). Passively accepting the ready-made answers provided by AI can
promote a less robust education, where the full development of students’ research and
critical analysis capabilities is hindered.

Chapter 3: Monitoring the Frequency of Plagiarism Incidents Associated with the

Use of ChatGPT in Academic Work
Analysis of studies on the negative impacts of ChatGPT use in higher education
reveals significant concerns regarding student dependence, superficiality in studies, and
academic plagiarism. Essel et al. (2023) indicate that 65% of students reported
significant dependence on ChatGPT, compromising the development of critical skills
(ARHIN, 2023, p. 45). Furthermore, 72% of educators noted an increasing superficiality
in students' work due to the passive acceptance of answers provided by AI
(VALENTIM AND ABREU (2024). This acceptance of ready-made answers, without
critical analysis, leads to superficial learning. The problem of academic plagiarism is
exacerbated by the use of ChatGPT. Almeida et al. (2023) identified that 58% of the
academic works analyzed presented some level of plagiarism, evidencing the
inappropriate use of ChatGPT ALMEIDA et al. (2023). The ease of generating complex
and convincing texts by AI facilitates " copy and paste" practices among students,
challenging academic integrity and making it difficult for educators to detect them.
Monitoring the frequency of plagiarism incidents associated with the use of
ChatGPT in academic work reveals a growing concern in the academic environment.
Several studies indicate that the use of ChatGPT has facilitated plagiarism practices
among students, as the ease of generating complex and coherent texts without proper
attribution compromises academic integrity. Essel et al. (2023) indicate that students'
dependence on ChatGPT harms their autonomy and critical capacity, while Almeida et
al. (2023) point out that the ease of generating texts by ChatGPT increases academic
plagiarism practices, challenging the integrity of the work presented ( ESSEL et al.,
2023, p. 45; ALMEIDA et al., 2023, p. 18).
The combination of these factors highlights the urgent need for regulation and
guidance regarding the use of ChatGPT in educational settings. Implementing clear
guidelines and promoting ethical academic practices are essential to mitigate the risks
associated with plagiarism and over-reliance on this technology (ARHIN, 2024).
Teachers and institutions must be vigilant and prepared to educate students on the
importance of academic integrity and the development of autonomous skills in research
and knowledge production (FERIKOĞLU, 2022). Therefore, it is essential that
educational institutions implement educational strategies that promote the responsible
and ethical use of AI technologies to ensure that ChatGPT complements, and does not
replace, students’ intellectual effort and creativity (CHU et al., 2024).

Analysis and Discussion of Results

The increasing use of artificial intelligence such as ChatGPT in higher education has
raised significant concerns in three main aspects: technological dependence of students,
superficiality in studies and increased practices of academic plagiarism.
Technological dependence is one of the most notable impacts, with 65% of students
reporting a significant dependence on ChatGPT, compromising autonomy and the
development of critical skills, according to (ESSEL et al. 2023).
Superficiality in studies is another worrying consequence, with 72% of educators
observing an increase in the superficiality of students' work, as highlighted by
(VALENTIM E ABREU, 2024).
Finally, academic plagiarism has been facilitated by the automatic generation of
texts by ChatGPT, with 58% of the academic works analyzed presenting some level of
plagiarism, according to (ALMEIDA et al., 2023).
This comparative chart presents a clear overview of the negative impacts associated
with the use of ChatGPT in higher education, highlighting the need for effective
strategies to mitigate these effects.
Table 2 - Comparative Chart of the Negative Impacts of Using ChatGPT in Higher
Education
Percentages or Statistical
Category Description Authors and Citations
Data
Excessive use of Essel et al. (2023):
65% of students reported
Student ChatGPT can lead to "Technological dependence harms
significant dependence on
Dependence technology the development of students'
ChatGPT ( Essel et al., 2023).
dependence. autonomy and critical skills."
72% of educators noticed an
Students accept Valentim and Abreu (2024): "The
Superficiality in increasing superficiality in
ChatGPT responses use of these tools can result in a
Studies students’ work (Valentim and
without elaboration. superficial approach to studies."
Abreu, 2024).
ChatGPT's ease of 58% of the academic works
Almeida et al. (2023): "The ease
Academic generating texts analyzed presented some
of generating texts by ChatGPT
Plagiarism facilitates plagiarism level of plagiarism (Almeida
increases plagiarism practices."
practices. et al., 2023).
Source: Author himself
 This table highlights significant statistics and comments from different authors
on each impact category, providing a clear view of the problems associated with the use
of ChatGPT in higher education. This information is crucial to develop strategies that
mitigate these negative impacts. Students’ technological dependence on ChatGPT is a
growing phenomenon in higher education, characterized by students’ preference for
quick and ready-made answers provided by artificial intelligence, to the detriment of the
intellectual effort required to develop critical skills and autonomy. Essel et al. (2023)
indicate that 65% of students reported a significant dependence on ChatGPT,
compromising their ability to conduct independent research and think critically. This
dependence limits students’ autonomy and reduces their ability to solve problems
autonomously and analytically. Furthermore, the ease of obtaining quick answers can
lead to superficiality in studies, where students accept AI answers without questioning
or deepening their understanding, resulting in fragmented and incomplete knowledge.
This situation calls for an educational approach that promotes the responsible
and ethical use of ChatGPT, encouraging activities that stimulate critical reflection and
the development of independent research skills. Concerns about technological
dependence and its impacts on essential learning skills are significant. Essel et al.
(2023); Valentim and Abreu (2024) and Almeida et al. (2023) highlight how excessive
use of ChatGPT can negatively affect academic performance, with an emphasis on
autonomy, critical capacity and problem-solving.
Graph 1 – Student Dependence on ChatGPT

Source: Author himself

The data presented in the heatmap confirm that reliance on ChatGPT is

associated with a significant decrease in students’ autonomy, critical capacity, and
problem-solving skills. To mitigate these negative effects, it is crucial that educational
institutions promote the responsible and ethical use of AI technologies, encouraging
students’ autonomy and critical thinking (COTTON, 2024; ELKHATAT, 2023).
Educational strategies must be developed to balance the benefits of using ChatGPT with
the need to maintain and develop essential skills for independent and deep learning.
Graph 2 – ChatGPT Dependencies

Source: Author himself

The attached waterfall chart illustrates students’ dependency on ChatGPT usage,

categorizing them into different levels: mild, moderate, significant, and independent
learners. The analysis covers 120 students, distributed into the following categories:
1. Mild Dependence : Represented by the color orange, it indicates students who
use ChatGPT sporadically, with a slight impact on autonomy. Although they maintain
some critical capacity, these students begin to depend on the tool for simpler tasks
(ESSEL et al., 2023).
2. Moderate Dependence : In green, refers to students who use ChatGPT with
moderate frequency. They show a reduced ability to solve problems independently and
tend to accept ready-made answers without critical analysis (VALENTIM AND
ABREU, 2024).
3. Significant Dependence : The red color represents students who are highly
dependent on ChatGPT. These students have severely compromised autonomy and
critical thinking skills, relying almost exclusively on AI to complete academic tasks.
Essel et al. (2023) point out that 65% of students reported significant dependence,
impairing independent learning and research ability.
Superficiality in studies refers to the tendency of students to accept ready-made and
superficial answers, often provided by technologies such as ChatGPT, without delving
deeper into the understanding of the topics covered. This practice can lead to
fragmented and incomplete knowledge, compromising the quality of learning and the
development of critical and analytical skills. Studies indicate that 72% of educators
observed an increase in the superficiality of students' work due to the passive
acceptance of answers generated by AI (VALENTIM AND ABREU, 2024).
Graph 3 – Works with Plagiarism

Source: Author himself

The analysis of the graph reveals the impacts of the use of ChatGPT in higher
education, highlighting mainly the increase in cases of academic plagiarism. Out of a
total of 100 academic papers, 58% presented some level of plagiarism, as pointed out by
(ALMEIDA et al., 2023). This data reflects the ease with which ChatGPT generates
complex and convincing texts, facilitating the practice of " copy and paste" among
students, directly challenging academic integrity. The graph clearly illustrates the
relationship between the use of this AI tool and the incidence of plagiarism,
highlighting the urgent need to develop effective strategies for detecting plagiarism and
promoting a culture of academic integrity. It is crucial that educational institutions
implement strict policies and advanced technologies to identify and mitigate these
negative impacts, ensuring that the use of ChatGPT complements learning, rather than
compromising the authenticity of academic papers.
Graph 4 – Superficiality in Studies

Source: Author himself

 The graph presented reveals the frequency of superficiality themes in studies,
highlighting four main areas of concern: use of AI, passive acceptance, lack of depth,
and fragmented knowledge. Valentim and Abreu (2024) indicate that the use of AI can
lead to a superficial approach to studies, where students accept ready-made answers
without delving deeper into the topics, resulting in fragmented and incomplete
knowledge. Passive acceptance, the most cited theme, reflects the tendency of students
not to question the answers provided by AI, hindering the development of critical skills
(ESSEL et al., 2023). In addition, lack of depth and fragmented knowledge are
significant problems highlighted by Almeida et al. (2023), who warn that the ease of
generating texts by AI contributes to superficiality in learning. Cotton (2024) reinforces
the need for strategies to mitigate these negative impacts and highlights the risks of AI
for academic integrity. Developing effective policies for detecting plagiarism and
promoting a culture of academic integrity is crucial to ensuring that the use of ChatGPT
complements learning rather than compromises the authenticity of academic work. The
rise in academic plagiarism practices represents one of the greatest challenges faced by
higher education institutions in the digital age, especially with the proliferation of
artificial intelligence tools such as ChatGPT. These technologies, although useful for
various purposes, facilitate the generation of complex and convincing texts, allowing
students to copy and paste content without proper attribution, compromising academic
integrity. Almeida et al. (2023) highlight that 58% of the academic works analyzed
presented some level of plagiarism due to the inappropriate use of ChatGPT, reflecting
the urgent need to develop effective plagiarism detection strategies and promote a
culture of academic integrity in educational institutions.
Graph 5 – Academic Plagiarism
Source: Author himself

The graph presented illustrates the impacts of using ChatGPT on academic

plagiarism, highlighting three main aspects. First, the ease of generating texts by
ChatGPT, which allows for the rapid and coherent creation of content , was associated
with 58% of the analyzed works having some level of plagiarism (ALMEIDA et al.,
2023). Second, detecting plagiarism becomes more difficult with the use of ChatGPT,
since the texts generated are unique and not detected by traditional plagiarism tools.
According to Valentim and Abreu (2023) and Maciel (2023), 34% of students used
ChatGPT to create texts without citation. Finally, the use of ChatGPT compromises
academic integrity by allowing students to submit works without due attribution. Farhi
(2023) observed that 17% of students submitted projects without revisions. These data
reflect the urgent need to develop effective strategies for detecting plagiarism and
promote greater awareness of the ethical use of artificial intelligence in higher education
institutions.

CONCLUSION
The research investigated the negative impacts of using ChatGPT in higher
education, focusing on student dependence, superficiality in studies, and increased
academic plagiarism. Systematic literature review methods were used. The results
showed that student dependence on ChatGPT compromises students' autonomy and
critical capacity. It is noteworthy that superficiality in studies occurs because students
tend to accept ready-made answers provided by AI, resulting in fragmented and
incomplete knowledge. An increase in academic plagiarism was identified , facilitated
by the automatic generation of texts by ChatGPT, compromising academic integrity.
The research objectives were achieved, providing a comprehensive overview of
the problems associated with the use of ChatGPT in higher education. The research
contributes significantly to the field of study by highlighting the risks of the
indiscriminate use of this technology, highlighting the need for educational strategies
and institutional policies that promote the responsible and ethical use of artificial
intelligence. To mitigate these impacts, it is essential that educational institutions
develop strategies that promote critical digital literacy and the implementation of
advanced plagiarism detection tools, ensuring that ChatGPT complements, and does not
replace, the intellectual effort and creativity of students.
Future research could explore technological and pedagogical solutions to
mitigate the negative impacts of ChatGPT , such as developing advanced plagiarism
detection tools and promoting educational practices that encourage critical thinking and
student autonomy. Longitudinal studies could examine changes in patterns of use and
technological dependence over time. In conclusion, while ChatGPT offers significant
benefits in terms of efficiency and access to information, its indiscriminate use can
compromise the quality of higher education. Educational institutions should implement
strategies that ensure a balance between the benefits of using ChatGPT and maintaining
the integrity and depth of learning.

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