Abstract:

The rapid integration of Artificial Intelligence (AI) into higher education has significantly altered the learning landscape, presenting both novel opportunities for personalized support and significant risks to academic integrity and the development of core competencies. This study investigates how Tallinn University of Technology students use AI in their daily academic lives and maps their expectations for institutional adaptation to ensure an optimal and meaningful learning experience. The data was collected via a survey from Bachelor students across various IT disciplines to capture their experiences, ethical perceptions, and visions for the future of education.

Results and Discussion: Mapping Student Expectations:
The findings reveal a nuanced "expectation map" that highlights the student's desire for the university to act as a proactive guide rather than a restrictive authority. Key student expectations identified include:
- Pedagogical Guidance over Prohibition: Students expect the university to teach them how to use AI tools effectively and smartly, rather than simply discouraging their use. This includes instruction on "prompt engineering" to gain better control over AI outputs and understanding the specific strengths and risks of different AI models.
- AI as a Personalized "Extra Lecturer": A primary value of AI for students is its ability to explain complex concepts more simply or through different perspectives than standard materials. Students expect the university to acknowledge AI as a legitimate supplemental resource that supports learning, especially when they face time pressure or dips in motivation.
- Redesigning Assessment and Learning Forms: To mitigate the risks of academic dishonesty and ensure genuine skill acquisition, students support shifting towards learning forms that prioritize critical thinking and human presence. These include more oral examinations, in-person group discussions without computers, and project-based learning in which AI is permitted as a brainstorming aid but not as the final producer.
- Focus on Critical Thinking and Verification: Students expressed a strong need for university guidance on navigating AI-generated misinformation, or "hallucinations". While students generally trust professors and peer-reviewed articles over AI when conflicts arise, they seek the skills to independently verify AI outputs against reliable sources.
- Safeguarding Independent Thinking: There is an underlying concern among students about becoming over-reliant on AI, which may lead to "blind spots" in their thinking and problem-solving abilities. They expect the university to help them strike a balance at using AI, ensuring that fundamental thinking skills are still developed.

The study concludes that students view AI as a permanent partner in their education. The universities should move beyond binary "allow or ban" policies and instead integrate AI as a tool for cognitive scaffolding. The future of learning in the AI era depends on the university’s ability to let students learn not just "how to ask" the AI, but "how to think" critically about the answers they receive, thereby ensuring that knowledge transfer remains at the heart of higher education.

Keywords:

Artificial Intelligence, Higher Education, Student Expectations, Academic Integrity, Learning Methodology, Knowledge Transfer.