Graduate attributes in the age of AI: suggestions for purposeful uses of ChatGPT in higher education

Purpose Drawing on secondary data, this viewpoint article suggests uses of ChatGPT for purposeful teaching in higher education to develop university graduate attributes. While literature focuses on ChatGPT's role in learning activities, this article re-establishes the central role of teachers and learners by illustrating how ChatGPT supports the achievement of university graduate attributes. The overarching aim is to model students' critical use of GenAI tools, enabling them to use ChatGPT competently and ethically both during their studies and in their future professions. Design/methodology/approach Adopting a humanistic pedagogical approach informed by Self-Determination Theory, this article integrates the concepts of critical friend and internal feedback to emphasise learners' autonomous construction of knowledge. It maps such theoretical principles to ChatGPT-based activities aimed at the achievement of selected graduate attributes. Findings Five graduate attributes are examined: autonomy, critical thinking, problem solving, professional mindset and responsible citizenship. For each attribute, definitions and learning activities/prompts are provided. The activities demonstrate how Self-Determination Theory core psychological needs – autonomy, competence, and relatedness – can be operationalised within a humanistic learning context through ChatGPT-supported dialogue and reflection. Originality/value This article positions ChatGPT as a theory-informed pedagogical tool that can contribute to holistic student development when used intentionally. It shifts the pedagogical discourse away from ChatGPT’s functional role to considering its potential for cultivating graduate attributes that prepare students for professional and civic life.