Bridging the Gap – Exploring the Digital Divide in ChatGPT Use Among UK Higher Education Students
Curtice, L., Wood, R., Yu, C., Dennis, D.,
Curtice, L.,
Wood, R.,
Yu, C.,
Dennis, D.,
Publication Date
2025-06
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(c) 2025 The Authors. Full-text reproduced with author permission.
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Abstract
The integration of artificial intelligence (AI) into higher education is rapidly transforming how students engage with knowledge, assessments, and digital learning environments. Among the most prominent tools is ChatGPT, a generative AI model developed by OpenAI. While this technology offers exciting pedagogical possibilities, a critical issue has emerged: how access to AI tools differs across student groups. Though ChatGPT is accessible through a free version, the advanced capabilities of ChatGPT require a paid subscription. This subscription model may reinforce existing educational inequalities if only certain students can afford or access the full functionality. Further, disparities in digital literacy, economic resources, and institutional support can compound these gaps raising urgent questions about fairness, inclusion, and the risk of a two-tiered learning environment. This study seeks to investigate how the version of ChatGPT used (free vs. paid) shapes students’ learning engagement, satisfaction, perceived benefits, and digital skill development in the UK higher education context.
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Ueno A, Curtice L, Wood R et al (2025) Bridging the Gap – Exploring the Digital Divide in ChatGPT Use Among UK Higher Education Students. AIRSI Metaverse Conference. 9-11 June 2025. Universidad de Zaragoza, Spain.
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