ChatGPT and Technological Disruption in Education

The speculation on the potential of Artificial Intelligence (AI) in human existence has permeated all facets of contemporary debates and discourses on ethics and technology. ChatGPT, which has been developed by OpenAI, is an interactive application that has the capability to engage with its users in a natural and comprehensive way and has quickly amassed over 100 million users ( Montti, 2022 ; Milmo, 2023 ). While experts have just started conjecturing about the possible use and misuse of ChatGPT in educational institutions, faculty instructors are already being bombarded with essays, letters, assignments, and projects, all deftly produced with the help of ChatGPT. Therefore, to better understand the perception and utilisation of AI in education, the perspective of current users, i.e. students, needs to be surveyed and understood. This paper uses the Technology Acceptance Model (TAM) given by Davis (1986) as a basis for collecting primary data via a survey of 186 management students from various age groups ranging from 18 to 50+ years of age in Switzerland. Using Cluster Analysis, ANOVA, and Word Cloud Analysis, the results show that Bachelor&s;s students had the most willingness when it came to the integration of AI in education and AI potentially replacing human teachers. The most popular purpose of using ChatGPT was to ‘gather information’, and there is anxiety about the possibility of AI taking over jobs and increasing security risks. These results indicate the developmental power of AI in education and the role of public policy in the risk mitigation of new technologies.