ChatGPT in the Academic Sphere: Teacher Aspirants’ Perceptions of Privacy and Security Across Education Career Programs
DOI:
https://doi.org/10.56294/ai2025427Keywords:
ChatGPT, Privacy and Security, Education, ProgramsAbstract
The integration of artificial intelligence (AI) into education has raised questions about privacy, security, and ethical use, particularly with tools such as ChatGPT. While prior research has focused primarily on students’ adoption, limited attention has been given to teacher aspirants’ perceptions across education career programs, leaving a gap in understanding future educators’ readiness to engage with AI. This study aimed to determine the perceived privacy and security of ChatGPT among teacher aspirants and to examine whether significant differences exist across programs in teacher education. A descriptive–comparative quantitative design was employed, involving 150 respondents enrolled in the Bachelor in Elementary Education (BEED), Bachelor in Secondary Education (BSED), Bachelor in Special Needs Education (BSNED), Bachelor in Early Childhood Education (BECED), and Bachelor in Culture and Arts Education (BCAED) programs. Data were collected through a structured online questionnaire with 14 items on a five-point Likert scale and analyzed via descriptive statistics and one-way ANOVA. The results revealed generally positive perceptions of ChatGPT’s privacy (M = 3,44, SD = 0,84) and security (M = 3,42, SD = 0,83). However, uncertainty persisted regarding the safety of sharing personal information. No significant differences were observed across the five programs, indicating shared perceptions regardless of disciplinary background. Notably, consistent with national trends, teacher education remains dominated by female students. The study concludes that while teacher aspirants recognize ChatGPT’s benefits, concerns about data privacy and security persist. It is recommended that teacher education programs integrate AI literacy training, with emphasis on data ethics, transparency, and responsible usage, to prepare future educators as both confident and cautious technology users.
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