Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 12 (2025)

Lived Experiences of Master’s Students Using ChatGPT: A Phenomenological Study

Jessa May G. Granada | Bless Joy G. Adlaon | Robin C. Aclan | Mary Rose Domato | Anabel E. Olasiman | Leslie Rose B. Suello | Daryl G. Virtudazo | Luzminda G. Machete

Discipline: Education

 

Abstract:

The increasing use of ChatGPT in education has prompted inquiries into its impact on learning, yet limited research has examined in depth students' experiences with this tool. This phenomenological study examined the academic integrity, critical thinking, and emotional challenges encountered by master’s students in using ChatGPT for educational purposes. Ten master’s students, selected through purposive sampling, participated in semi-structured interviews. Data were gathered through recorded and transcribed interviews and analyzed using thematic analysis. To ensure credibility and reliability, member checking and an audit trail were employed. Findings revealed four major themes: convenience and accessibility, where students valued ChatGPT’s ability to simplify complex concepts; concerns of over-reliance, as students feared dependency might reduce independent thinking; integrity in usage, as participants emphasized balancing AI support with academic honesty; and challenges to creativity and critical thinking, where doubts arose regarding originality and depth of reasoning. These results suggest that while ChatGPT enhances efficiency and accessibility, it also presents risks that may affect intellectual independence and authenticity. The study implies the importance of developing institutional guidelines on responsible AI use, integrating digital literacy and AI ethics into curricula, and encouraging critical engagement with AI-generated content. By addressing these concerns, higher education can maximize the educational benefits of ChatGPT while safeguarding academic integrity and fostering deeper learning.



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