Abstract
This paper offers a philosophical–academic analysis of an empirical study on college students’ attitudes toward ChatGPT, their epistemological beliefs, and tendencies toward academic dishonesty, reframing the findings through Paulo Freire’s critical pedagogy. Building on a mixed-methods baseline study grounded originally in the Theory of Planned Behavior, the research applies Freirean concepts – the “banking” model of education, problem-posing pedagogy, dialogic learning, and conscientization – as a new lens. The reanalysis reveals that students clustered by the original study into two profiles exhibit markedly different relationships with Artificial Intelligence (AI). Cluster 1 students, those with mature epistemological beliefs, cautious ChatGPT attitudes, minimal dishonesty, demonstrate a more critical and self-directed engagement with AI, echoing Freire’s vision of learners as co-creators of knowledge. Cluster 2 students, those with naï ve epistemological beliefs, positive ChatGPT attitudes, higher dishonesty, often treat ChatGPT as an authoritative source of answers which is a pattern akin to Freire’s banking model, with risks of dependency and surface learning. Freire’s framework highlights contradictions in the AI-assisted classroom that while generative AI can support learning, it can also reinforce passive consumption of information and undermine student autonomy if uncritically used. The discussion culminates in educational implications, arguing for a dialogical and critical pedagogical integration of AI. By conscientizing both educators and learners about AI’s opportunities and pitfalls, the Freirean approach can help transform the use of tools like ChatGPT from a shortcut that threatens academic honesty into a catalyst for empowerment, critical thinking, and co-learning in the modern classroom.
Keywords: Artificial Intelligence, ChatGPT, Critical Pedagogy, Philosophy.