Exploring Student Perspectives on the Use of Artificial Intelligence Tools in Higher Education
Artificial intelligence (AI) has become increasingly prominent in higher education, offering new possibilities for improving teaching practices and student learning experiences. Despite its growing adoption, limited evidence exists regarding how students perceive the benefits, challenges, and ethical implications associated with AI-supported educational tools, particularly in Sri Lanka. This study explored the perceptions of technical education students toward the use of AI applications in higher education. A mixed-methods approach was adopted, involving 200 students from the University of Moratuwa, German Tech, and NAITA. Data were collected through a structured questionnaire consisting of seven Likert-scale items and semi structured interviews with four open-ended questions. Quantitative data were analyzed using descriptive statistics and Chi-square tests, whereas qualitative responses were examined through thematic analysis. The results indicated that students generally viewed AI applications favorably and acknowledged their usefulness in activities such as research, information retrieval, problem-solving, and individualized learning support. Among the various AI tools, ChatGPT was identified as the most widely used application. Participants also demonstrated positive expectations regarding the future integration of AI into educational settings. Nevertheless, concerns relating to data privacy, algorithmic fairness, academic integrity, excessive dependence on AI-generated outputs, and system transparency were frequently reported. Interview findings further revealed students‟ interest in AI systems capable of providing personalized guidance, improved accessibility, enhanced support for ethical academic practices, and clearer policies governing data usage. Overall, the findings suggest that AI technologies have considerable potential to enrich higher education; however, their successful implementation requires careful attention to ethical, technological, and pedagogical considerations to ensure that educational benefits are achieved while minimizing associated risks.