1. Home
  2. Vol 5, No 1 (2026)
  3. Karmaker

Empowering Academic Communities through AI Literacy: A Community Service Initiative on ChatGPT Integration in Bangladesh’s Higher Education

Ritesh Karmaker(1),


(1) Nizam Uddin Ahmed Model College
Corresponding Author

Abstract


This community service project aimed to empower academic communities in Bangladesh’s higher education sector through AI literacy and ethical use of ChatGPT. Recognizing the growing integration of artificial intelligence in education, the initiative provided hands-on workshops and mentoring sessions for university teachers and students to enhance digital competence, research productivity, and critical awareness of AI tools. The program adopted a participatory approach that combined training, reflection, and evaluation to assess knowledge improvement and ethical understanding. A pre- and post-intervention survey was conducted among 150 participants across three universities. Findings revealed substantial gains in AI literacy, confidence, and awareness of responsible AI use. The project fostered inclusive participation and strengthened institutional readiness for AI-driven academic innovation. This initiative supports Sustainable Development Goals 4 (Quality Education) and 9 (Industry, Innovation, and Infrastructure) by promoting technological empowerment and ethical digital transformation in higher education.

Keywords


AI-education; Bangladesh; ChatGPT; Digital-technology; Policy

References


Acharya, M., and Bansyat, S. (2024). Teachers’ perceptions of integrating ChatGPT in Nepalese classrooms. Interdisciplinary Research in Education, 9(1), 140–150.

Divecha, C. A., Tullu, M. S., & Karande, S. (2023). Utilizing tables, figures, charts and graphs to enhance the readability of a research paper. Journal of Postgraduate Medicine, 69(3), 125–131.

Firat, M. (2023). What ChatGPT means for universities: Perceptions of scholars and students. Journal of Applied Learning and Teaching, 6(1), 1–7.

Iqbal, N., Ahmed, H., and Azhar, K. A. (2022). Exploring teachers’ attitudes towards using ChatGPT. Global Journal for Management and Administrative Sciences, 3(4), 97–111.

Kalla, D., Smith, N., Samaah, F., and Kuraku, S. (2023). Study and analysis of ChatGPT and its impact on different fields of study. International Journal of Innovative Science and Research Technology, 8(3), 827–833.

Kasneci, E., Sebler, K., Kuchemann, S., Bannert, M., Dementieva, D., Fischer, F., and Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274.

Neuert, C., Meitinger, K., Behr, D., & Schonlau, M. (2021). The use of open-ended questions in surveys. Methods, Data, Analyses, 15(1), 3–6.

Sherma, A. B. (2024). ChatGPT’s impact on students’ writing: Lessons learned from Nepali undergraduate students. Journal of NELTA, 29(1), 83–96.

Thapa, M.B. (2025). Colonial echoes in gothic shadows: Examining James's the turn of the screw. The Academia, 5(1), 102-113.

Yahaya, M. F. B., Noor, M. A. B. M., Mokhtar, A. A. B., Rawian, R. B. M., Othman, M. B., and Jusoff, K. (2009). Teaching of mathematics and science in English: The teachers’ voices. English Language Teaching, 2(2), 141–147.

Zawacki-Richter, O., Marin, V. I., Bond, M., and Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – Where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 24.


Full Text: PDF

Article Metrics

Abstract View : 250 times
PDF Download : 104 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Bumi Publikasi Nusantara

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.