Jul 2026· The Journal of Scholarship of Teaching and Learning· 0 citations
TL;DR
Results indicate a significant level of AI usage among students, primarily for content management and academic support and the importance of integrating ethical considerations and promoting digital literacy in AI-enabled learning environments.
Abstract
This research explores the prevalence and nature of Artificial Intelligence (AI) utilization among college students, particularly in enhancing their learning experiences. Through a participant-centered approach, 100 undergraduate students from the United States were surveyed to understand their engagement with AI tools in higher education. The study examines the frequency of AI usage, how students utilize AI in coursework, and their perceptions of AI's potential to enhance learning. Results indicate a significant level of AI usage among students, primarily for content management and academic support. Students perceive AI positively, attributing benefits to improved learning outcomes and increased efficiency. They envision AI as a tool for content creation, comprehension, and fostering inclusivity in education. The findings highlight the importance of integrating ethical considerations and promoting digital literacy in AI-enabled learning environments. This research contributes valuable insights for educators, policymakers, and technologists involved in higher education, emphasizing the need for responsible AI adoption and inclusive practices to harness its transformative potential.
Analysis of how teachers perceive their AI competencies, the purposes for which they apply AI in teaching practice, and how confident they feel when integrating intelligent models into their teaching practices shows that teachers primarily associate educational technology with AI, use it mainly for lesson preparation, and report psychological effects such as enhanced confidence, motivation, and innovation.
Maja Veljković Michos, Valentina B. Bošković Marković, Milica Čolović· SINTEZA· 0 citations
Artificial intelligence (AI) has the potential to enhance learning and increase student participation, yet its incorporation in teaching depends heavily on teachers’ perceptions. This study draws on a survey of 285 teachers to explore their perspectives on the use of AI in education for students with special educational needs. Using statistical analyses and summative content analyses, the results revealed that 15.8% of teachers reported using AI in their schools, while only 7.4% felt confident in their ability to use it. Although current use is limited and familiarity with AI remains low, teachers acknowledge its potential to support student learning and enable innovative teaching practices. However, they also express concerns about equity and the credibility of AI tools, indicating a hesitation to fully embrace AI in the classroom. These findings highlight the importance of targeted professional development to equip teachers with the competencies needed to incorporate AI into their practice.
Annika Käck, Helena Hemmingsson, Joacim Ramberg et al.· Journal of Special Education...· 0 citations
The rapid advancement of Artificial Intelligence (AI) has led to its widespread adoption in highereducation. A growing body of research has examined its educational implications, includingeffects on learning and academic integrity. Building on this literature, this paper investigateshow students’ orientations toward learning, effort, and ethics relate to their use of AI inacademic contexts. The study was conducted on a sample of 115 undergraduate and graduatebusiness students using a structured questionnaire. Data were analyzed using Chi-squaretests and Cramer’s V coefficients. The results reveal significant relationships betweenstudents’ orientations and AI use. Students who prioritize efficiency, minimal effort, and finaloutcomes are more likely to use AI frequently, trust its outputs without verification, and rely onit for assignments. Likewise, students with more tolerant attitudes toward unethical academicbehavior are more likely to use AI as a shortcut in academic tasks. In contrast, students whovalue the learning process, theoretical knowledge, and academic integrity are more likely tocritically evaluate AI-generated content and consult additional sources. The findings suggestthat AI acts primarily as an amplifying tool rather than an independent driver of academicbehavior, reflecting pre-existing attitudes toward learning and ethics.
Aleksandar Vučković, Ernest Vlačić, A. Davidovic· Notitia· 0 citations
The study found that AI-focused professional development significantly enhanced faculty knowledge and comfort with AI integration among the 100 faculty members who participated in the study, and revealed a critical gap in ethical AI knowledge.
Jaime Januse, S. Jindal, Stephen Gregoire· AI-Enhanced Learning· 0 citations
This study explored the perceptions of 80 first-year college students regarding the use of artificial intelligence as a learning tool in Purposive Communication. Using a mixed-methods approach, the research integrated quantitative survey data and qualitative responses to provide a comprehensive understanding of students’ experiences and attitudes. The quantitative component examined the extent to which students perceived AI as beneficial in relation to efficiency, comprehension and communication skills. Meanwhile, the qualitative data provided deeper insights into students’ reflections, highlighting both the advantages and concerns associated with AI use. Findings revealed that students generally viewed artificial intelligence as a supportive academic resource that enhanced productivity and facilitated clearer expression of ideas. Many participants reported that AI tools assisted in organising thoughts, improving grammar and simplifying complex concepts. However, the results also indicated concerns related to overreliance and ethical considerations, particularly in relation to academic integrity and independent learning. These concerns suggest that while AI offers educational benefits, its use may also present challenges if not properly guided. The triangulation of findings underscores the dual role of AI in education as both an enabler of learning and a potential source of dependency. The study emphasises the importance of responsible and guided integration of AI tools within instructional contexts. It further highlights the need for clear institutional policies and the development of students’ critical awareness when using such technologies. Overall, the research contributes to the growing discourse on artificial intelligence in education by presenting empirical evidence from the perspective of first-year college students, thereby informing future pedagogical practices and policy development.
Jefferson J. Acala· Asian Journal of Education a...· 0 citations
AI-powered tools have been widely used in many fields, including education. The use of AI is prevalent due to its convenience offered to its users. Students in this era are among those who make use of this technology. The use can vary depending on the needs and intentions the students have. Therefore, it is necessary to find out how the students view this technology. This research aims at exploring how students see AI as beneficial tools for them as well as how students AI might cause concerns among them. This research applies a qualitative exploratory approach to collect the data. The findings show that students feel benefited from the use of AI during their learning journey including the instrumental functions and the more advanced functions of AI. On the other hand, the findings also show how students feel concerned about AI despite their regular use. The students realize that AI use may lead to overdependence causing the decline of critical thought. All in all, the use of AI must be accompanied by ethical considerations so that AI will not replace the cognitive process of its users.