Since 2018, the Faculty of Teacher Education at Western Norway University of Applied Sciences (HVL) has offered an online continuing education program in professional digital competence (PFDK). The program is designed as a massive open online course (MOOC) worth 15 ECTS credits, but with restricted access for in-service teachers. The program includes a dedicated training module on artificial intelligence, and in the fall of 2024, we implemented our own learning assistant called PFDK Chatbot, a local, domain-specific learning assistant based on ChatGPT technology.

This study examines how generative artificial intelligence (AI) – represented by the PFDK Chatbot – is used by students in an online program and how this technology can influence their learning processes. By conducting a survey among students, we have gathered both quantitative and qualitative data to explore their understanding, usage, and attitudes toward an AI tool. A total of 100 students completed the exam, and 38% responded to our survey.
Quantitative data were collected using Likert scales and multiple-choice questions to map variations in usage patterns – and mixed with qualitative analysis of open-ended text fields.

The PFDK Chatbot runs on a local server to ensure compliance with student privacy (GDPR). The pedagogical rationale for implementing the PFDK Chatbot in the program was multifaceted:
- To create a safe environment for teachers to experiment with a learning assistant.
- To provide opportunities for testing the learning assistant concept in their own teaching.
- To reduce response time for students regarding administrative study-related inquiries.

Our research question is therefore: How do students perceive the PFDK Chatbot as a learning tool in the online course?

According to the 2024 Norwegian Study Barometer, 81% of students report using AI in their studies, and 67% request training in AI usage. Our survey was conducted among students who had received training in artificial intelligence.

Our findings indicate that most students (78%) report having a good understanding of artificial intelligence and consider the PFDK Chatbot a useful learning assistant for guidance, idea development, and text structuring.

However, there is also skepticism regarding the use of the chatbot as a learning assistant in the course. In the open-ended responses, students expressed concerns about the technology, particularly regarding ethical use and the risk of cheating and plagiarism. Despite the training provided, several respondents called for more instruction and clearer guidelines on the critical use and further development of AI in schools and education. The use of AI in text work creates uncertainty, especially at the intersection of student independence and institutional guidelines in education. However, the survey shows that the implementation of the PFDK Chatbot has been positive. Respondents find the learning assistant helpful. To maximize AI’s educational potential, clearer connections must be established between AI use, intellectual property rights, and academic integrity. Strengthening AI literacy through explicit training in authorship, citation practices, and ethical considerations will be essential for responsible AI use in education.

Keywords: Artificial intelligence, chatbot, digital competence, in-service teachers.