Abstract
This paper examines how Large Language Model (LLM) chatbots are incorporated into Wuhan’s private undergraduate education. It evaluates the dependability of AI-generated information using the Technology Acceptance Model (TAM) and emphasizes the significance of fostering critical thinking in Private Higher Education (PHE). The results point to a deficiency in critical thinking education as underclassmen appear to rely too much on chatbots. Less interaction with AI technologies is seen among arts students, which may indicate a mismatch with their creative requirements. The report criticizes China’s PHE for its profit-driven strategy and poor faculty development, and it makes recommendations for changes that would encourage responsible AI use, protect educational rights, and encourage critical thinking.
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