Custom GPTs are emerging as transformative tools in education, with growing evidence of their potential to enhance teaching, learning, and research through intelligent, context-aware interaction (Aithal & Aithal, 2023; AACSB, 2024). However, their effectiveness is shaped by cultural, contextual, and ethical factors that influence learner engagement and perceived usefulness (Nyaaba & Zhai, 2024).

This small-scale study examines the use of a Custom GPT with Stage 2 Electrical Apprentices in Further Education and Training, evaluating its potential to support personalised learning. Drawing on survey responses and a short focus group interview, the study found that while all users reported improved understanding of key concepts, their overall experiences with the GPT varied widely. Views differed particularly on its effectiveness in identifying knowledge gaps, delivering personalised support, and providing human-like interaction.

Learners who experienced the GPT as more intelligent and human-like reported higher satisfaction. Responses ranged from finding the tool empowering and helpful to viewing it as lacking utility or personalisation. These findings suggest opportunities to improve onboarding, enhance GPT adaptiveness and interactivity, and clarify its role alongside traditional learning supports.