South African students have different views on ChatGPT, with some questioning its place in education while others use it to develop essay ideas and clarify information. Their experiences highlight the challenges schools face as artificial intelligence becomes part of students’ learning habits.

In a survey of six secondary school students from Gauteng, KwaZulu-Natal and the Eastern Cape, learners shared how they discovered ChatGPT, how they use it for schoolwork and how their schools have responded to the technology.

The responses reveal a divide between students who see ChatGPT as a useful learning tool and those who believe it undermines the purpose of education. They also raise questions about how schools can guide responsible AI use while ensuring students continue to develop their own skills.

South African Students Have Different Views On ChatGPT

For some students, the appeal of ChatGPT lies in its ability to help them get started with difficult tasks. Others are less convinced that the technology belongs in the classroom.

A Grade 10 student from Gauteng expressed concern about its impact on learning saying,

“Yes, I know about it, we did an English comprehension test on it. I do not like it as it takes away from the point of school.”

However, a Grade 12 student from the same province described the technology more positively, despite their school’s position on its use.

“We spoke about it in history class and a few other classes. The school hasn’t said anything except that if it’s used it counts as plagiarism. I think it’s a cool concept.”

These contrasting opinions show that students are not approaching ChatGPT in the same way. While some are concerned about its effect on learning, others are interested in what it can offer.

Students Use ChatGPT To Develop Ideas And Structure Essays

For several of the students surveyed, ChatGPT serves as a starting point rather than a replacement for their own work.

A Grade 11 student from the Eastern Cape explained how the tool can help when they need to understand information or organise an assignment.

“Yes I know about it from a friend. School has told us we are not allowed to use it. It is very useful to clarify information or give me ideas for essay structure. Not everyone uses it but some people do.”

Similarly, a Grade 12 student from the Eastern Cape described using the technology when struggling to develop ideas.

“Yes it’s an AI language programme that writes paragraphs and speeches for you. It helps me when I’m struggling to feel creative, but I change it to make it better. School just says we mustn’t use it.”

These responses suggest that some learners value ChatGPT for helping them overcome the initial difficulty of starting an assignment. However, their comments also highlight the importance of understanding when AI assistance is appropriate and how students should use it.

For educators, this creates an opportunity to discuss the difference between using AI to support learning and relying on it to complete work without meaningful personal input.

School Rules And AI Use Remain A Concern

The students’ responses also reveal uncertainty about how schools should manage ChatGPT.

A Grade 12 student from KwaZulu-Natal described using the tool to begin essays and organise subheadings, while expressing concern about how their school views its use.

“I heard about it from Instagram, friends and teachers. I personally use it to get a good starting for an essay or if I need help on certain sub-headings. Once I’ve got it started, then I find it easy. The school has no tolerance for it because they think they can’t pick up the differences between my writing and ChatGPT.”

Another Grade 12 student from KwaZulu-Natal highlighted how easily learners can access the technology and questioned whether schools can identify its use.

“I saw it on TikTok. It’s an AI tool to help you write essays and do schoolwork. It’s very easy to use, you simply type your question and the AI will answer for you. The school isn’t able to tell that you used ChatGPT because it’s an AI language model and not plagiarism.”

Their comments highlight a challenge for school leaders. Restricting AI use may establish clear boundaries, but schools also need to help students understand academic honesty and the responsibilities that come with using AI-generated material.

Meanwhile, educators must consider how assessment can encourage independent thinking, original work and a genuine understanding of the subject.

What Student Experiences Mean For African Education

Although the survey involved only six students from South Africa, their responses offer a useful starting point for conversations about AI in schools.

The students’ experiences show that learners may encounter ChatGPT through friends, social media and classroom discussions. They also demonstrate that students can have different expectations of the technology, even when they attend schools with strict rules on its use.

For parents, these experiences underline the importance of talking to children about how they use AI for homework and assignments. Understanding whether a child uses the technology to clarify a concept, plan an essay or generate an entire response can help families encourage more responsible habits.

For educators and school leaders, the challenge is to establish clear expectations while helping learners develop the judgement needed to evaluate AI-generated information. Students need to understand why accuracy, independent thought and academic integrity matter, regardless of the tools they use.

Ultimately, the six students’ responses suggest that the conversation around ChatGPT in education is not simply about whether the technology should be allowed or banned. It is also about how schools can help learners use it thoughtfully without losing sight of the skills education is meant to develop.