Jul 2026· Janajyoti Journal· Vol 4, pp. 73-93· 0 citations
TL;DR
The study concludes that there is a gap between the adoption of AI technology by students and the availability of such technology, as students are using the technology, but they need formal training, which is not available.
Abstract
Artificial Intelligence (AI) tools are rapidly being integrated into education worldwide, yet research on their use among secondary students of Nepalese origin remains lacking. This study addresses that gap with two objectives: (1) to explore the usage patterns of AI tools by higher secondary students, and (2) to analyze the perceived impact of AI tool usage on students’ learning performance and creativity. The present study follows a quantitative research paradigm. Data were collected using a structured questionnaire from a sample of 136 higher secondary students. The target population comprised 1,300 students from four schools (two government and two private) in Lalbandi Municipality, Sarlahi district. A purposive sampling method was employed. The findings of the study reveal that the students’ awareness of Artificial Intelligence (AI) is remarkably high with 94.1%, along with the usage of AI tools being equally high. Students mainly make use of AI for understanding complex concepts (75.0%), homework (46.1%), and enhancing essays (33.6%). The main reasons for the adoption of AI technology include quality improvement (51.2%) and the opportunity for self-pace learning (22.4%). However, there was also an observed challenge, such as the lack of the right training (mean 2.64), the accuracy of the information (mean 2.63), and the privacy of the data (mean 2.90). The study concludes that there is a gap between the adoption of AI technology by students and the availability of such technology, as students are using the technology, but they need formal training, which is not available. The study recommends the formulation of national AI in education guidelines by policymakers and the implementation of formal AI training programs by school administrators and teachers.
The purpose of this study was to explore the use of AI-assisted tools in the higher education learning process by finding out the specific tools utilized by postgraduate students and exploring the associated benefits and challenges of their integration. A case study approach was adopted, focusing on postgraduate students studying Information Technology in Education at a state university. A sample of 100 students and 10 lecturers was selected using the purposive sampling method. Data were gathered through questionnaires, document analysis of 20 assignments, and semi-structured interviews with 20 students and 10 lecturers. Quantitative data were analyzed using descriptive methods, while qualitative data were analyzed using thematic analysis. The findings revealed that postgraduate students frequently used AI-assisted tools for learning, especially in the preparation of various classroom activities, including written assignments, coding tasks, and multimedia creation. Questionnaire data revealed that 100% of the students used AI-assisted tools in their classroom activities. The interview data suggested that benefits include language fluency, quick access to information, time-saving capabilities, coding assistance in various programming languages, and the ability to create multimedia content. However, lecturers identified several challenges, especially concerning academic integrity when evaluating classroom activities, assignments, and theses. They expressed concerns over maintaining academic standards, students’ critical thinking abilities, and ethical considerations when planning lessons and assignments. While AI-assisted tools can significantly enhance teaching and learning efficiency, their improper use may hinder students’ intellectual development. Therefore, when designing classroom activities and assessments, lecturers should focus on evaluating higher-order thinking skills. It is recommended that the university raise awareness among both students and lecturers regarding the ethical and responsible use of AI-assisted tools in teaching, and implement clear policies to regulate the use of AI-assisted tools in learning.
V. Lindakumbura, S. Wijesundera· Ceylon Journal of Science· 0 citations
The intersection of artificial intelligence and academic writing has become increasingly pronounced, with each contributing to the advancement of the other.This study aimed to explore the students’ views at the Arab Open University (AOU) in Oman towards the use of artificial intelligence (AI) tools to conduct scientific research, as well as to identify difficulties associated with their integration. It analyzed the actual level of AI tool usage and the associated challenges. A questionnaire is used; applying a descriptive method, containing 32 items distributed over two dimensions: the reality of AI utilization in enhancing students' research skills, and the obstacles encountered by postgraduate students when utilizing AI. The results indicated a high level of AI tool utilization in developing research skills. The most common uses were for literature search, title suggestion, academic translation, and scientific writing enhancement. However, the study revealed several challenges, including limited institutional and technical support, lack of training, low awareness of usage mechanisms, high costs of some tools, and ethical concerns related to academic integrity. No statistically significant differences were detected depending on gender, indicating a shared awareness among male and female students regarding AI usage in research. Based on the results, recommendations included offering specialized preparation programs focusing on AI tool utilization across research stages, enhancing digital infrastructure at the university, and integrating AI concepts into research-based courses. It also emphasized promoting ethical awareness to ensure responsible and conscious usage.
Sami Khatar Mahkoom Al Mazruii, Muna Mubarak Saleh Al Qasmi, Hamed Alyahmadi et al.· Indonesian Journal of Educat...· 0 citations
This study examines the determinants of the use of Artificial Intelligence tools in research among postgraduate students at Tanzanian universities, with two objectives: the extent of AI use in research and the factors influencing its use. This study was grounded in the extended Unified Theory of Acceptance and Use of Technology (UTAUT-3). The study adopted a convergent parallel mixed-methods design. The population comprised 2830 postgraduate students; a sample of 350 participants was selected using purposive, stratified, and simple random sampling techniques from the University of Dar es Salaam (UDSM) and Sokoine University of Agriculture (SUA). Quantitative data were collected using a structured questionnaire and analysed using descriptive statistics and multiple linear regressions. The findings showed that ChatGPT and SciSpace were the most frequently used AI tools for idea generation and literature searching, while Grammarly and QuillBot were mainly used for writing improvement and paraphrasing. The regression model was statistically significant (F(10, 310) = 15.311, p < .001) and explained 33.1% of the variance in AI tool use (R² = .331; Adjusted R² = .309). Performance expectancy (β = .345, p < .001), price value (β = .218, p = .004), year of study (β = .113, p = .025), and effort expectancy (β = −.201, p = .007) significantly influenced AI tool use. However, age, sex, social influence, facilitating conditions, habit, and personal innovativeness did not significantly predict AI tool use (p > .05). The study concludes that AI tool use among postgraduate students is still in early development, as they have not yet fully integrated them into all aspects of their research workflow. The study recommends that universities, through the Directorates of Research and Postgraduate (DRP), establish training and workshops on the effective use of AI tools for postgraduate students to maximise their benefits in research processes.
Jeneth Edward Laizer, Nicholous Mwalukasa, George Firmin Kavishe· African Journal of Empirical...· 0 citations
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.
Hilde Marie Sandstrak, Pia Borlund· Journal of Documentation· 0 citations
This study examines the usage of Artificial Intelligence (AI) tools among students of Vikrama Simhapuri University and their role in enhancing academic learning. The research investigates students' awareness, frequency of AI tool usage, purposes of use, perceived benefits, challenges, and ethical concerns. Data were collected through a structured questionnaire administered to university students and analyzed using descriptive statistical methods. The findings indicate that most students regularly use AI tools for learning, assignments, language improvement, and information retrieval. While AI significantly supports personalized and efficient learning, concerns regarding accuracy, plagiarism, privacy, and overdependence remain. The study recommends promoting AI literacy, ethical guidelines, and institutional support to ensure the responsible and effective integration of AI in higher education.
Y. Rani· International journal of res...· 0 citations
The aim of this study is to reveal the perceptions of 4th-grade primary school students regarding the concept of artificial intelligence (AI), their thoughts on how AI can contribute to humanity, the areas they want to develop through AI, and their views on how AI will transform life in the future, and to examine the impact of socio-economic differences on these views. The study adopted a case study model, a qualitative research approach. The study group consisted of a total of 187 4th-grade primary school students attending eight primary schools in socio-economically diverse regions under the Istanbul Provincial Directorate of National Education during the 2024-2025 academic year. Inductive thematic analysis, a qualitative data analysis method, was used to analyze the data obtained from the students. The study revealed that students mostly defined the concept of AI through concrete technological tools they encountered in daily life, generally held a positive attitude towards AI's potential to help people, and emphasized its educational and academic support and its role in assisting daily life. Themes such as robots that make people's lives easier and self-improvement/brain/mind enhancement are frequently featured.
Özlem Apak Tezcan, Seda Çarıkçı, A. Özkan et al.· Research on education and ps...· 0 citations
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