Abstract:

Higher education (HE) students report various perceived benefits of artificial intelligence (AI) tools for their academic work, such as increased productivity [1], better academic writing [2], support for autonomous and personalized learning and guidance [1; 3]. At the same time, students point out existing challenges, such as the potential negative impact of AI-based tools on their own critical perspectives and creative processes [2], over-reliance on AI [1], issues related to academic integrity and ethical use of such tools [1; 2; 3], which calls for clearer usage guidance and policies from the universities [1; 4].

In Norway, having a university-wide policy on the use of AI is common, for both students and employees. The policy typically applies to various academic areas such as the writing of academic assignments and exam papers (for students), teaching, academic dissemination, administration and the different steps of the research process (for employees). Some universities specify approved AI tools to be used by the employees, while some have AI tools running on the university’s own serves. Typically, there also are services at a university library and/or learning center to help both students and faculty navigate in AI-related issues.

This study contributes to the growing body of research on the use of AI for academic work from the HE students’ perspective, by focusing specifically on students’ use of AI tools in their academic research activities. The informants in this study are postgraduate students’, namely, master’s students (=4) and PhD students (=4). The informants specialize in different disciplines and are enrolled in different study programs at the same university in Norway. The study is guided by two key research questions:
(1) How do postgraduate students perceive the role AI-based tools currently play in their academic research work?
(2) What are postgraduate students’ perspectives on the university-wide policy when it comes to using AI for academic research?

The data are collected through structured interviews in Autumn semester 2025 and Spring semester 2026. The questions in the interview guide are focused around four areas:
(1) students’ view of the university policy on the use of AI for research,
(2) students’ usage of AI tools for their academic research work,
(3) potential pitfalls students recognize in using AI-based tools for academic research,
(4) and ethical concerns and academic integrity as a researcher when using AI for research.

References:
[1] X. Zhou, J. Zhang, J., and C. Chan, “Unveiling students' experiences and perceptions of artificial intelligence usage in higher education,” Journal of University Teaching and Learning Practice, vol. 21, no. 6, pp. 126-145, 2024.
[2] A. R. Malik, Y. Pratiwi, K. Andajani, I. W. Numertayasa, S. Suharti, and A. Darwis, “Exploring artificial intelligence in academic essay: higher education student's perspective,” International Journal of Educational Research Open, vol. 5, 100296, 2023.
[3] K. Fuchs, and V. Aguilos, “Integrating artificial intelligence in higher education: Empirical insights from students about using ChatGPT,” International Journal of Information and Education Technology, vol. 13, no. 9, pp. 1365-1371, 2023.
[4] H. Johnston, R. F. Wells, E. M. Shanks, T. Boey, and B. N. Parsons, “Student perspectives on the use of generative artificial intelligence technologies in higher education,” International Journal for Educational Integrity, vol. 20, no. 1, 2, 2024.

Keywords:

Artificial intelligence, postgraduate studies, academic research, higher education, university policies.