Generative artificial intelligence use for academic writing in English among Kuwaiti nursing and health sciences students in a mixed methods study

Abstract

Research on generative AI use in EMI nursing and health sciences contexts in the Gulf region remains limited. This study investigated the uses, experiences, and perceptions of generative AI among nursing and health science students at the Public Authority for Applied Education and Training (PAAET) in Kuwait. Using a single-institution convergent mixed methods survey design, quantitative and qualitative data were collected from 241 undergraduate students. Quantitative data were analyzed using descriptive statistics, while qualitative responses were analyzed through reflexive thematic analysis. The findings showed that 94.6% of participants reported previous use of generative AI tools and 83.4% reported using them for academic purposes at least occasionally. Four interrelated themes emerged: (1) AI as a facilitator of English academic writing; (2) AI as a cognitive and academic efficiency tool; (3) AI as a confidence-building resource; and (4) students’ awareness of opportunities and risks associated with AI use. Students primarily used AI to improve grammar, vocabulary, idea generation, and writing organization. Participants also reported greater perceived confidence and reduced writing anxiety. Furthermore, participants expressed awareness of concerns regarding overreliance, inaccurate information, and academic integrity. The study contributes to emerging research on AI in higher education by highlighting students’ reported use and perceptions of AI in EMI health science contexts in Kuwait. The findings suggest the need for AI literacy frameworks that promote responsible and ethical use of AI in academic writing.