The integration of digital technologies, content and processes is reshaping
all sectors of education, from curriculum reform to teacher assessment and development.
Among these technologies, generative artificial
intelligence (AI) presents significant opportunities to improve the learning experience,
especially in secondary and higher education, but
it also raises questions about accuracy, academic integrity, privacy,
and institutional guidance. This study examines how students perceive and use AI as a learning tool and how
AI applications are integrated into academic
processes and learning activities. A structured
questionnaire was administered in two phases
to students from five universities in four countries;
the analysis dataset contained 227 consenting respondents.
We report item-specific denominators, confidence intervals for key proportions,
nonparametric comparisons for ordinal outcomes, effect sizes, Holm correction for
multiple comparisons, and sensitivity analyses
adjusted for recruitment phase and institution.
Most respondents reported prior AI use, frequent use, and positive learning perceptions,
while almost all users had encountered incorrect output.
Only a minority knew that institutional AI-use guidelines existed, although most
supported formal policies and explicit ethicaluse instruction.
Gender differences were generally small after multiplicity correction;
women more often reported grammar/writing tools and
problem-solving use. The findings support
clearer institutional guidance, AI-literacy training, verification practices, and responsible-use
policies rather than simple promotion or prohibition of AI tools.
AI, ChatGPT, Generative AI,
Higher Education, Teaching and Learning, Student Engagement
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