ChatGPT In The Classroom: An Investigation Among Media And Communication Students In Ghana

Abstract

This study investigates how undergraduate media and communication students in Ghana adopt and use generative artificial intelligence (AI), with a particular focus on ChatGPT, in their academic work. Drawing on the interpretivist paradigm and a qualitative case study design, the research purposively selected 15 students from three universities, the University of Media, Arts and Communication (UniMAC), the University of Professional Studies, Accra (UPSA), and the African University College of Communications and Business (AUCB). Data were collected through three focus group discussions, each consisting of five participants, and analysed thematically through open, axial, and selective coding. The findings reveal that students adopt ChatGPT in three main ways. As an academic support tool for clarifying concepts and structuring assignments, as a means of enhancing efficiency and convenience in research and writing, and as a platform for creative exploration. Motivations for adoption include improving academic performance and building digital competence for future professional relevance. However, students face challenges relating to the accuracy and reliability of ChatGPT outputs, ethical concerns such as plagiarism, and uncertainty due to the absence of institutional guidelines. The study concludes that while students integrate ChatGPT cautiously, they perceive it as both an enabler of learning and a potential risk when used without critical engagement. The research contributes to scholarship by providing African-centred, disciplinespecific insights into generative AI adoption, highlighting the need for clear institutional policies and curriculum interventions. It recommends responsible integration of AI into higher education to strengthen digital literacy, academic integrity, and professional preparedness in media and communication education.