Students’ use of artificial intelligence in higher education, and their reflections on that use: an interview study

Abstract

The purpose of this study was to understand how students in higher education utilise artificial intelligence (AI)-based tools in their studies and to explore their reflections on their use. Further, we aimed to identify the areas where students require assistance or lack information when utilising AI. To gain an in-depth understanding of the students’ experiences and reflections, an interview study was conducted with 17 students: eight bachelor students, six master’s students and three students from executive education programmes. An inductive thematic analysis based on Braun and Clarke’s framework was employed to analyse the interview data. This study confirms the widespread and varied integration of AI tools into students' academic lives in higher education. However, usage is concentrated in a small set of tools; the application's complexity scales with students’ study level. Common applications include seeking definitions, explanations and summarisation, as well as text improvement, writing support and idea generation. The reflections gathered highlight that the current landscape is defined by psychological and ethical uncertainty stemming from high use, alongside ambiguity around institutional regulation and academic integrity. While quantitative studies have dominated early research on student AI usage, they often lack the depth needed to understand how students apply these tools and how they perceive their skill levels. Thus, a qualitative approach provides the necessary depth to capture students’ perspectives. The present study complements existing research by providing explanations, reflections and qualitative insights into students’ use of AI in their studies.