Aug 2026· International Journal of Innovations in Science, Engineering And Management· pp. 277-286· 0 citations· 16 references
TL;DR
The study suggests that academic libraries should enhance their AI literacy programmes and user education programmes to address the growing presence of Generative AI in student academic activities.
Abstract
Higher education has seen a significant shift towards using Generative Artificial Intelligence (GenAI), which has revolutionized student learning and behavior by significantly improving their ability to engage with information. The effects of Generative AI tools on academic libraries are investigated in a study conducted among undergraduate college students in Kashmir. Google Forms was employed to implement a questionnaire that provided measurable research findings. In the study, undergraduate students from degree colleges in Kashmir were observed to adopt and use Generative AI tools. The analysis of 172 valid responses was carried out using descriptive statistics, with the data being analysed using frequencies and percentages, and then presented in tables and figures.
The results show that many students are familiar with Generative AI tools and ChatGPT is the most popular plateform. Most of the students use Generative AI mainly for learning new concepts, studying to clear exams and doing homework. Additionally, students indicate that Generative AI can be beneficial in terms of improving learning efficiency and reducing time-wasting. Also, most respondents believed that academic libraries should be a key factor in improving literacy on AI by providing instruction and knowledge about the responsible and ethical use of Generative AI technologies.
The study suggests that academic libraries should enhance their AI literacy programmes and user education programmes to address the growing presence of Generative AI in student academic activities. The outcomes provide valuable information for librarians, teachers, and policy makers on how to make the use of Generative AI more responsibly in higher education.
Artificial intelligence (AI) educational tools are increasingly incorporated into higher education, making students’ awareness, attitudes, satisfaction and continued-use intentions important for understanding their educational adoption. This study examined these dimensions among students at Government College Madappally, Kerala. A descriptive research design was adopted, and primary data were collected from 185 students through a structured questionnaire using stratified sampling. Frequencies, percentages and weighted mean scores were used for descriptive analysis. One-way ANOVA assessed differences in awareness across Commerce, Science and Arts streams, while independent-samples t-tests examined gender differences in attitude and satisfaction. Students demonstrated high awareness of AI educational tools, with an overall mean awareness score of 3.94, and awareness of AI mistakes and limitations also remained high at 3.70. Attitudes were positive, with the highest mean score recorded for the statement that AI makes the learning process easier (4.07). Satisfaction was high for accuracy and effectiveness (4.04) and for feedback and guidance (3.90). Seventy-one per cent of respondents agreed or strongly agreed that they intended to continue using AI tools for their studies. Awareness differed significantly across academic courses (F = 8.07, p = 0.000438), whereas gender differences in attitude (p = 0.17) and satisfaction (p = 0.14) were not statistically significant. The findings indicate positive student acceptance alongside persistent technical and feedback-related challenges, highlighting the importance of AI literacy, responsible use and institutional support.
M. Praveen, C. Anwaya, T. Vineethan· Journal of global research i...· 0 citations
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.
H. U. C. P. Hewawasam, D. Saparamadu· Sabaragamuwa University Jour...· 0 citations
Generative AI tools are increasingly embedded in university study practices, yet institution-level evidence remains limited, particularly in underrepresented regions. This study examined the frequency and patterns of AI use among undergraduates at Maaref University of Applied Sciences in northern Syria and explored its relationship with perceived understanding, academic performance, attitudes, and concerns. An online questionnaire was completed by 58 students from seven faculties, and data were analyzed using descriptive statistics, correlations, t-tests, ANOVA, and multiple regression. Most respondents (81.0%) used AI daily or several times weekly, with ChatGPT the most commonly reported tool. AI use was positively associated with perceived understanding (r = .677, p < .001) and academic performance (r = .765, p < .001). The regression model explained 72.1% of the variance in perceived academic performance. Although causal conclusions cannot be drawn, the findings support structured AI-literacy training, verification practices, and clear institutional guidance for responsible academic use.
Bashar Abdulkareem Alali, Mohamad Rami Al Jundi, Salahaldin Arour et al.· Research Journal of Maaref U...· 0 citations
The increasing accessibility of generative artificial intelligence (GenAI) tools is transforming academic practices in higher education. This study investigates the adoption of generative AI among undergraduate students in Malaysia, with particular attention to usage patterns, perceived academic benefits, and perceptions of academic integrity. A quantitative survey was conducted with 166 respondents, and the data were analysed using descriptive statistics, analysis of variance (ANOVA), and independent t-tests. The findings indicate a high level of generative AI adoption, with 97.6% of students reporting using AI tools for academic purposes. ChatGPT and Canva emerged as the most frequently used tools. Respondents generally perceived generative AI as beneficial for completing academic tasks, understanding course content, solving study-related problems, and enhancing the quality of academic work. At the same time, concerns were reported about plagiarism, overreliance on AI, and the need to disclose AI-assisted work in academic submissions. Inferential results further suggest that, although selected demographic differences exist in the use of certain tools and in some usage-related perceptions, perceptions of academic integrity are broadly consistent across age, gender, and level of study. These findings underscore the growing role of generative AI in higher education and the need for institutional policies that promote ethical, transparent, and responsible use.
A. A. Sharip, U. M. A. Jalil, R. M. Saidi et al.· International journal of res...· 0 citations
The widespread use of Generative Artificial Intelligence tools among students across different educational levels is reshaping students’ attitude and education experience. They use it in various fields, including idea generation, writing assistance, and content creation. This study investigates the impact of the Modern Digital Skills course offered by the University of Jordan on students' digital literacy in Generative Artificial Intelligence. The study will employ a quantitative approach by conducting pre- and post-course surveys to measure changes in students' knowledge, skills, and attitudes across approximately 1,000 undergraduates from different majors at the university. Key variables include students' understanding of Generative Artificial Intelligence, their confidence in using Generative Artificial Intelligence tools, and their ability to critically evaluate AI-generated content and its ethical implications. The findings will determine whether the course significantly enhances students' knowledge, proficiency, critical thinking, and ethical awareness, while also exploring challenges and opportunities in integrating such a course into the academic curriculum. Ultimately, this study aims to provide insights for curriculum committees and decision-makers at universities in Jordan and the Middle East, emphasizing the importance of designing educational programs that foster essential Artificial Intelligence competencies and prepare students for a professional landscape increasingly shaped by Artificial Intelligence technologies.
Esra Alzaghoul, A. Assaf, Tahani Al-Khatib et al.· International Journal of Mod...· 0 citations
Artificial Intelligence (AI) has emerged as an important technological advancement in modern education, transforming the way students obtain information, understand academic concepts, and engage in learning activities. AI-based learning applications, including AI chatbots, personalized learning platforms, intelligent tutoring systems, automated writing assistants, and other educational tools, are increasingly being adopted by college students for academic purposes. This study aims to examine students’ perceptions and adoption of AI-based learning applications and to identify the major factors influencing their willingness to use these technologies in their studies. The study focuses on students’ level of awareness, frequency of usage, perceived usefulness, ease of use, trust, learning effectiveness, and challenges associated with AI-based educational applications. A descriptive research design may be adopted to achieve the objectives of the study. Primary data can be collected from college students through a structured questionnaire, while secondary information can be obtained from journals, books, research reports, and reliable websites. Convenience sampling may be used for selecting respondents. The collected data can be analyzed using percentage analysis and the Chi-square test. The study is expected to provide useful insights into students’ acceptance, attitudes, and experiences regarding AI-based learning applications and highlight the potential role of AI in making higher education more effective, flexible, accessible, and student-centered.
Srividhya Km, Magesh G· International Journal For Mu...· 0 citations
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