This article discusses a study conducted among university students in teacher education on attitudes toward ChatGPT in the autumn of 2023. The use of artificial intelligence (AI), such as ChatGPT, has grown rapidly in recent years, and AI tools have become more diverse and accessible. Academic papers on AI, especially in higher education, have steadily increased, particularly since ChatGPT became available to the public in November 2022. ChatGPT has, in many ways, marked the beginning of shifts in learning and teaching within universities, potentially leading to new, even transformative possibilities that were previously unthinkable. At the same time, concerns have arisen regarding ethical issues and academic integrity. The study presented in the article is based on a survey conducted among master's students at the beginning and end of two courses in educational sciences. The survey was carried out twice in September and November 2023. The study aimed to examine the attitudes of student teachers at the University of Akureyri towards ChatGPT in autumn 2023, highlighting the opportunities and challenges of using the tool in higher education, and to explore how they envision utilizing the tool in the future. Additionally, the study examined whether attitudes and usage as regards ChatGPT by student teachers changed over the semester. Data were collected through an online survey administered to the same group of students on campus during two short-term study periods. The survey used mixed methods and consisted of closed and open-ended questions. Following all closed questions, an open-ended question was asked, allowing students to elaborate in their own words. Thirty-nine students responded to the survey in September, a response rate of 87%. The follow-up survey in mid-November had twenty-three respondents, a response rate of 51%. The gender ratio (women/men) was balanced. The study shows that students in the teacher education programme believe the use of ChatGPT requires significant responsibility and critical thinking, but in general, they view the tool's possibilities positively for both learning and teaching. For instance, they see potential in using ChatGPT for lesson preparation, question generation, and brainstorming. There was a difference in responses between the first and second survey, especially regarding experience of using ChatGPT. In the September survey, students indicated that the tool was used in an experimental and simple manner, while the November survey showed more purposeful use to support learning. Additionally, responses in the second survey reflected greater confidence in using the tool for complex tasks and increased awareness of the importance of honest and responsible use, along with ways to leverage the tool to stimulate learning. Students' responses emphasize the opportunities for using ChatGPT to support learning and imply that appropriate use can be beneficial and efficient for both students and teachers and likely to increase equity in education. The November survey results revealed that as the semester progressed, students set out to use ChatGPT in more diverse and deeper ways and, with increased knowledge and usage, they saw further new opportunities to use the tool. They began using ChatGPT for idea inspiration, exploring different viewpoints, formulating questions, creating summaries, aiding project work, organizing studies, explaining unclear concepts, and drawing out perspectives other than their own. The study highlights various challenges associated with using ChatGPT, particularly concerning ethical issues, information reliability, and impact on in-depth learning. Students' concerns were varied, including issues relating to ChatGPT's accuracy, as precision and depth in academic work is a crucial safeguard against potential misuse and plagiarism. As the semester progressed, it was evident that the students increasingly considered ethical and responsible use, more than appeared at the beginning of the semester, recognising the importance of learning about the technology, and using it wisely. They also emphasised the need to be critical and reflective about content from ChatGPT and to carefully consider how best to use it in higher education. Students expressed the opinion that universities must prepare for the use of the technology and teachers should consider and discuss ChatGPT positively. The research offers insights into how ChatGPT can influence learning and teaching, emphasising the necessity for collaboration between universities and students in developing policies for responsible ChatGPT use. This study, as well as others, suggests that ChatGPT can provide diverse and extensive support in higher education, for example, by initiating new learning and teaching methods. Universities need to lead the use and teaching of ChatGPT and other AI tools, ensuring students can learn to handle them effectively and honestly. As one student put it, quoting the rock band REM "It's the end of the world as we know it," which in many ways is true and can refer to both positive and negative developments, depending on how the tool is used in learning and teaching. Considering this, the findings highlight the importance of listening to students in this process, as the emergence of AI tools, such as ChatGPT, has transformed the university learning environment and calls for ethical responsibility from both universities and students.
