Open Access Peer-reviewed Review

The impact of ChatGPT on academia: A comprehensive analysis of AI policies across UT system academic institutions

Main Article Content

Sanjeev Niraula corresponding author


Since ChatGPT was released by OpenAI, an American company, in 2022 for the public, ChatGPT has become the talk of every town, as evident by its over 180 million users worldwide. This chatbot's ability to engage in human-like conversations, answer questions, and generate diverse content has sparked widespread debates across various fields, including education. In response to the growing rise and influence of ChatGPT, educators have contrasting opinions; some view ChatGPT as an opportunity, whereas others regard it as a challenge that needs to be addressed on time. In order to deal with the complexities caused by ChatGPT in the field of education, universities have formulated their policies on AI. Guided by the research question, "How does universities' policy on AI reflect academia's view toward ChatGPT?" this study attempts to review the AI policy of the nine academic institutions under the UT system of the United States. The primary goal is to understand the extent to which universities have adapted their policies in response to the challenges and opportunities posed by ChatGPT and how these policies reflect the broader sentiments within academia. To achieve this, this study reviews the universities' policies regarding AI using a qualitative data analysis methodology. The primary data sources include official policies, statements, and guidelines developed by the universities in response to the challenges and opportunities presented by ChatGPT. While reviewing the policies, the study determines whether ChatGPT is banned and why. Or embraced, and if so, in what ways? By examining these policies, the study aims to uncover the various approaches universities have taken to integrate or regulate the use of ChatGPT within academic environments. The thesis of this study is twofold. First, it seeks to provide a comprehensive overview of how US universities have responded to ChatGPT in the educational landscape. This involves identifying common themes, concerns, and strategies institutions employ to deal with the complexities introduced by this generative language model. Second, the study aims to contribute to existing scholarship by offering insights into how academia adapts to the influence of AI technologies like ChatGPT. This study examines the intersection of AI and education and the evolving nature of educational norms in the digital age by uncovering the diverse perspectives and approaches within university policies.

AI, ChatGPT, university policy, AI policy, UT system

Article Details

How to Cite
Niraula, S. (2024). The impact of ChatGPT on academia: A comprehensive analysis of AI policies across UT system academic institutions. Advances in Mobile Learning Educational Research, 4(1), 973-982.


  1. Athanassopoulos, S., Manoli, P., Gouvi, M., Lavidas, K., & Komis, V. (2023). The use of ChatGPT as a learning tool to improve foreign language writing in a multilingual and multicultural classroom. Advances in Mobile Learning Educational Research, 3(2), 818-824.
  2. Chan, C. K. Y., & Lee, K. K. W. (2023). The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen X and millennial generation teachers? Smart Learning Environments, 10(1), 1-23.
  3. Chan, C. K. Y. (2023). Is AI changing the rules of academic misconduct? An in-depth look at students' perceptions of `AI-giarism'. arxiv preprint arxiv:2306.03358.
  4. Civil, B. (2023). ChatGPT can hinder students’ critical thinking skills: Artificial intelligence is changing how students learn to write. The Queen's Journal.
  5. Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228-239.
  6. Deng, X., & Yu, Z. (2023). A Meta-Analysis and Systematic Review of the Effect of Chatbot Technology Use in Sustainable Education. Sustainability, 15(4), 2940.
  7. Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., … Wright, R. (2023). Opinion Paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642.
  8. Eke, D. O. (2023). ChatGPT and the rise of generative AI: Threat to academic integrity? Journal of Responsible Technology, 13, 100060.
  9. Hakiki, M., Fadli, R., Samala, A. D., Fricticarani, A., Dayurni, P., Rahmadani, K., & Astiti, A. D. (2023). Exploring the impact of using Chat-GPT on student learning outcomes in technology learning: The comprehensive experiment. Advances in Mobile Learning Educational Research, 3(2), 859–872.
  10. İpek, Z. H., Gözüm, A. İ. C., Papadakis, S., & Kallogiannakis, M. (2023). Educational Applications of the ChatGPT AI System: A Systematic Review Research. Educational Process International Journal, 12(3).
  11. Karakose, T., Demirkol, M., Aslan, N., Köse, H., & Yirci, R. (2023). A Conversation with ChatGPT about the Impact of the COVID-19 Pandemic on Education: Comparative Review Based on Human–AI Collaboration. Educational Process International Journal, 12(3).
  12. Korn, J., & Kelly, S. (2023). New York City public schools ban access to AI tool that could help students cheat. CNN Business.
  13. Liang, W. J., & Lim, F. V. (2020). A pedagogical framework for digital multimodal composing in the English Language classroom. Innovation in Language Learning and Teaching, 15(4), 306–320.
  14. Neuendorf, K. A. (2018). Content analysis and thematic analysis. Advanced Research Methods for Applied Psychology, 211–223.
  15. Oliver, J. (2023). John Oliver on new AI programs: The potential and the peril here are huge. The Guardian.
  16. Papadakis, S., Kiv, A. E., Kravtsov, H. M., Osadchyi, V. V., Marienko, M. V., Pinchuk, O. P., Shyshkina, M. P., Sokolyuk, O. M., Mintii, I. S., Vakaliuk, T. A., Azarova, L. E., Kolgatina, L. S., Amelina, S. M., Volkova, N. P., Velychko, V. Ye., Striuk, A. M., & Semerikov, S. O. (2023). ACNS Conference on Cloud and Immersive Technologies in Education: Report. CTE Workshop Proceedings, 10, 1–44.
  17. Sabzalieva, E., & Valentini, A. (2023). ChatGPT and artificial intelligence in higher education: Quick start guide. UNESCO, 1-15.
  18. Samala, A. D., Zhai, X., Aoki, K., Bojic, L., & Zikic, S. (2024). An In-Depth Review of ChatGPT’s Pros and Cons for Learning and Teaching in Education. International Journal of Interactive Mobile Technologies (IJIM), 18(02), 96–117.
  19. Stephen, F. (2023). Austin State University. ChatGPT and academic dishonesty.
  20. ChatGPT in higher education: Considerations for academic integrity and student learning. (2023). Journal of Applied Learning & Teaching, 6(1).
  21. The University of Texas at Arlington. (2023). Understanding AI tools and their value in education.
  22. The University of Texas at Austin. (2023). ChatGPT and generative AI tools: Sample syllabus policy statements.
  23. The University of Texas at El Paso. (2023). Academic honesty.
  24. The University of Texas at Rio Grande Valley. (2023). ChatGPT -- AI technology.
  25. The University of Texas at Tyler. (2023). Artificial intelligence.
  26. The University of Texas System. (2023). Institutions.
  27. Veletsianos, G., Kimmons, R., & Bondah, F. (2023). ChatGPT and higher education: Initial prevalence and areas of interest. EDUCAUSE Review.
  28. Warschauer, M., Tseng, W., Yim, S., Webster, T., Jacob, S., Du, Q., & Tate, T. (2023). The Affordances and Contradictions of AI-Generated Text for Second Language Writers. SSRN Electronic Journal.
  29. Zhai, X. (2022). ChatGPT User Experience: Implications for Education. SSRN Electronic Journal.