AIs and Education: Do we really need to worry? Use and perceptions of university students – quasi-global feelings and behaviors.

Abstract

This study presents findings on university students’ perceptions and usage habits regarding generative artificial intelligence (GenAI), based on questionnaire responses from students of various academic levels and disciplines across multiple countries (Romania, Iraq, Italy, Argentina, and the Philippines). The results indicate a near-universal adoption of GenAI, with usage largely driven by personal initiative. Most students acquire their knowledge of GenAI applications and form their perceptions independently, relying primarily on online resources rather than expert instruction. While awareness and understanding of GenAI tend to increase with academic progression, they are also influenced by broader cultural contexts; in some cases, gender-related differences are observed. Higher levels of awareness are associated with increased concern about the challenges posed by GenAI, as well as a deeper appreciation of its potential benefits. Students primarily use GenAI to obtain immediate, practical educational advantages. However, there is relatively limited engagement with the broader societal implications—positive or negative—of its use. The primary concern among participants is the impact of GenAI on future employment opportunities. A causal network analysis of the questionnaire data identifies two key outcomes at the end of the causal chain: the level of trust in GenAI-generated results and the degree of personalization in learning processes. Use of GenAI outside academic contexts remains limited, suggesting the emergence of a gap in AI literacy and application in everyday life. To address this issue, it is essential to implement training programs for educators, ensuring that students’ acquisition of AI literacy is supported by expert guidance—ideally beginning as early as primary or secondary education.

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