Abstract:

The rapid emergence of artificial intelligence (AI) tools, particularly generative AI systems such as ChatGPT and other conversational agents, is transforming teaching and learning practices in higher education. These technologies allow students to access information, generate content, and support academic tasks in new ways. While their educational potential is widely recognized, their growing use also raises important questions regarding reliability, ethical use, and their impact on students’ learning processes. This study aims to analyze the use and perception of artificial intelligence tools among university students in the context of higher education. For that, an anonymous questionnaire consisting of 21 Like-scale questions was conducted to university students over a one year period covering a wide range of grades and masters programmes from several universities. The questionnaire was designed to address the main subjects related to frequency of use, academic applications, perceived reliability, attitudes toward ethical considerations, training needs, and possible regulation of AI use in academic environments. To assess whether the respondent’s field of knowledge (Architecture/Engineering, Life Sciences, Medicine/Health and Economics/Business), level of education (grade, master or doctorate), gender, or age significantly impact students’ interaction with AI technologies, general questions about these factors were included at the beginning of the questionnaire. Responses to individual questions were analysed using frequency distributions, along with an examination of the direction of responses. Correlations between the different questions, sorted by thematic blocks, were visualised using a heatmap. Additionally, Principal Component Analysis was performed to examine the multivariate relationships between the responses and to reduce the variance in the questions into a few new variables. The results indicate that AI tools are widely used by students as support resources for academic activities, with half of respondents reporting occasional use and 33% frequent use, mainly in academic contexts. The most common applications include completing academic assignments (50%) and exam preparation, while 70% report that they always or almost always verify AI-generated results. However, 42% of students express doubts about the reliability of these tools, whereas 38% report trusting them almost always. More than 75% of students consider that training in AI is necessary and are willing to participate in training programmes, although only 20% currently have formal training. Furthermore, more than 80% of students expect to continue using AI in their academic activities in the future. Despite the widespread use of these technologies, students also express concerns regarding the reliability of AI-generated information and emphasize the need for clear guidelines and adequate training for their responsible use. These findings highlight the importance of incorporating AI literacy into higher education curricula and developing pedagogical strategies that promote the critical and ethical use of artificial intelligence. Understanding students’ perceptions of these emerging technologies is essential for designing educational practices that effectively integrate AI while addressing the challenges it poses for the learning process.

Keywords:

Artificial Intelligence, Questionnaire, Higher Education, Perception.