Co esponding au ho : Loida He mosu a
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Analysis o college s uden s' a i ude owa ds using AI in hei academic wo ks
Loida He mosu a *
College o In o ma ion Technology, No heas e n College, San iago Ci y, Isabela.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(01), 3634-3639
Publica ion his o y: Recei ed on 18 Ma ch 2025; e ised on 26 Ap il 2025; accep ed on 28 Ap il 2025
A icle DOI: h ps://doi.o g/10.30574/wja .2025.26.1.1527
Abs ac
This s udy looks he a i udes o college s uden s a Isabela S a e Uni e si y owa ds he use o A i icial In elligence
(AI) ools in academic wo k. Using a desc ip i e quan i a i e app oach, su ey da a we e collec ed ia an online
ques ionnai e ha assessed AI amilia i y, usage equency, pe cei ed bene i s, e hical conce ns, and openness o
ins i u ional suppo . The esul s indica e ha mos s uden s a e amilia wi h and ac i ely use AI ools o assignmen s,
esea ch, and p ojec s, wi h a majo i y a ing hei expe ience as bene icial. Howe e , conce ns such as misin o ma ion,
accu acy, and p i acy in moni o ed en i onmen s we e also no ed. Despi e hese challenges, s uden s showed a s ong
willingness o pa icipa e in e hical and esponsible AI aining p og ams. These indings unde sco e he need o
uni e si ies o implemen AI li e acy ini ia i es ha equip s uden s wi h bo h he echnical and e hical knowledge
necessa y o esponsible usage o AI in academic se ings.
Keywo ds: Highe Educa ion; Academic; A i icial In elligence; Explana o y Da a Analysis
1. In oduc ion
AI applica ions o educa ion a e being de eloped a a apid pace. Fu he mo e, i s use in educa ion has g own
signi ican ly wo ldwide in he digi al e a. In his con ex , he usage o a i icial in elligence educa ional echnology in
highe educa ion ins i u ions (HEIs) is p edic ed o ise signi ican ly, e olu ionizing eaching and lea ning [1][2][3].
GenAI models employ powe ul algo i hms o unde s and pa e ns and gene a e new con en , including ex , images,
audio, ideos, and code. GenAI ools include Cha GPT, Ba d, S able Di usion, and Dall-E. I s capaci y o handle
complica ed cues and p oduce human-like ou pu has spa ked s udy and in e es in inco po a ing GenAI in o a ious
indus ies, including heal hca e, medicine, educa ion, media, and ou ism. Cha GPT, o example, has spa ked a su ge o
in e es in applying GenAI in highe educa ion since i s in oduc ion in No embe 2022 [4].
In highe educa ion, gene a i e AI applica ions ha e been in es iga ed using a ious app oaches. Resea che s ha e
in es iga ed hei possibili ies o building new s uden -cen e ed cu icula ha os e inno a ion and c ea i i y [5][6].
Fu he mo e, he e is an acknowledged need o p epa e s uden s and educa o s o wo k in a socie y en iched by
gene a i e AI, wi h no el lea ning ou comes such as AI li e acy and a ocus on in e disciplina i y and ac i i y-based
assessmen [7]. The de elopmen o AI applica ions o educa ion is p og essing quickly. Addi ionally, in he digi al age,
i s applica ion in educa ion has expanded d ama ically on a global scale. Gi en his, i is an icipa ed ha highe
educa ion ins i u ions (HEIs) would use a i icial in elligence educa ional echnology much mo e equen ly,
ans o ming ins uc ion [8][9][10]. S ong algo i hms a e used by GenAI models o ecognize pa e ns and p oduce
new ex , image, audio, ideo, and code ma e ial. Cha GPT, Ba d, S able Di usion, and Dall-E a e examples o GenAI ools.
GenAI has gene a ed esea ch and in e es in in eg a ing in o a numbe o indus ies, including heal hca e, medicine,
educa ion, media, and ou ism, because o i s abili y o p ocess complex inpu s and gene a e ou pu ha is human-like.
Cha GPT, o example, has spa ked a su ge o in e es in applying GenAI in highe educa ion since i s in oduc ion in
No embe 2022 [11].
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Applica ions o gene a i e AI in highe educa ion ha e been s udied in a numbe o ways. Schola s ha e examined hei
po en ial o de eloping inno a i e and c ea i e s uden -cen e ed cou ses [12][13]. Wi h inno a i e lea ning goals like
AI li e acy and an emphasis on in e disciplina i y and ac i i y-based assessmen , i is also ecognized ha educa o s
and s uden s mus be p epa ed o wo k in a socie y enhanced by gene a i e AI [14]. The e is cu en ly li le empi ical
s udy ha ocuses especially on s uden s' a i udes ega ding adop ing AI ools in hei academic wo k, despi e he
expanding olume o li e a u e on he pedagogical possibili ies o AI. Knowing how s uden s iew and in e ac wi h
gene a i e AI is essen ial as i ge s mo e and mo e in eg a ed in o educa ional en i onmen s. Along wi h aising
conce ns abou digi al e hics, c i ical hinking, and academic in eg i y, hei iews can also a ec how well hese ools
a e used [8].
The pu pose o his s udy is o examine how college s uden s eel abou using AI in hei cou sewo k. This s udy aims
o suppo esponsible AI ool in eg a ion in highe educa ion, cu iculum design, and policymaking by in es iga ing
hei pe cep ions, conce ns, and usage habi s. Fo many s akeholde s in he educa ion indus y, i is essen ial o
comp ehend how child en eel abou a i icial in elligence in class oom se ings. The indings o his s udy can help
educa o s and adminis a o s c ea e ules, wo kshops, and guidelines o he mo al and e icien use o AI in he
class oom. HEIs mus combine inno a ion and academic in eg i y as gene a i e AI becomes a publicly a ailable lea ning
aid.
2. Ma e ial and me hods
College s uden s' opinions ega ding he usage o a i icial in elligence (AI) in hei cou sewo k we e examined in his
s udy using a quan i a i e desc ip i e esea ch app oach. Examining s uden s' expe iences, amilia i y, opinions, and
e hical conce ns ega ding gene a i e AI echnologies like Cha GPT and o he compa able pla o ms was asked using
Google Fo ms. No heas e n College s uden s se ed as he s udy's esponden s. Unde g adua e s uden s om a ange
o academic p og ams and yea le els who willingly ook he online su ey made up he sample. To collec eplies,
con enience sampling was used. The p ima y da a collec ion ins umen was a s uc u ed online ques ionnai e
designed using Google Fo ms. The ques ionnai e was di ided in o mul iple sec ions ha cap u ed bo h demog aphic
and pe cep ion-based da a ela ed o AI eadiness and usage The su ey included he ollowing key a iables such as
he ollowing:
• Demog aphics – Yea le el and depa men
• Technology Access – A ailabili y o gadge s and in e ne connec i i y
• Familia i y and Usage – Familia i y wi h AI, equency o use, and applica ion a eas (e.g., assignmen s, esea ch,
p ojec s)
• Pe cei ed Bene i s – How bene icial AI is o lea ning enhancemen
• Com o and E hical Awa eness – Com o wi h AI moni o ing, challenges in use, e hical knowledge, and
willingness o a end aining
All i ems we e measu ed using Like scales ( anging om 1 o 5) o bina y/mul iple-choice ques ions. The online
su ey was dis ibu ed digi ally ia o icial school communica ion channels, class g oup cha s, and academic ne wo ks.
Pa icipa ion was olun a y, and in o med consen was implied h ough he submission o comple ed ques ionnai es.
3. Resul s and discussion
The su ey collec ed esponses om s uden s a No heas e n College ac oss a ious yea le els. Mos pa icipan s
we e om 1s o 4 h yea , wi h a small p opo ion ep esen ing 5 h yea and abo e. Mos esponden s we e en olled in
depa men s ela ed o In o ma ion Technology and Compu e Science, indica ing a gene ally ech-sa y popula ion
wi h po en ial exposu e o a i icial in elligence (AI).
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Figu e 1 Visualiza ion o Responden s by Yea Le el
Figu e 2 Familia i y wi h AI Technologies
The da a e ealed ha s uden s gene ally exhibi a high le el o amilia i y wi h AI ools. On a scale o 1 o 5, mos
esponden s a ed hei amilia i y be ween 3 and 5, indica ing mode a e o e y high awa eness. This aligns wi h he
inc easing in eg a ion o AI in o educa ional and social media pla o ms. Nea ly all s uden s epo ed ha ing access o
echnology and in e ne -enabled de ices, which suppo s he easibili y o using AI ools o academic pu poses. This
le el o access is c i ical o equi able implemen a ion o AI-based academic suppo sys ems.
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Figu e 3 Pe cei ed Bene i o AI in Lea ning
When asked i hey’d employed AI ools o academic pu poses, he majo i y said yes. Assignmen s, esea ch, and
p ojec s we e among he mos used applica ions. In e es ingly, AI usage equency was posi i ely co ela ed wi h
pe cei ed bene i s s uden s who used AI mo e equen ly epo ed highe educa ional alue. Responden s usually saw
AI ools as use ul in hei lea ning p ocess. The majo i y assessed he use ulness o AI ools as 4 o 5 ou o 5. S uden s
discussed how AI helps idea p oduc ion, p oduc i i y, and au onomous lea ning. This was also e iden in he open-
ended commen s, whe e ph ases like help, ideas, lea ning, and e iciency we e mos common.
Figu e 4 Willingness o A end AI E hics and Use T aining
Despi e he hope ul ou look, s uden s aised many conce ns. The mos o en epo ed di icul ies we e inaccu acy,
disin o ma ion, and e hical unce ain y when depending on AI ou pu s. These p oblems unde sco e he need o c i ical
hinking and app op ia e use, pa icula ly when inco po a ing AI-gene a ed con en in o academic wo k. The e we e
con lic ing iews on whe he colleges should moni o AI usage. While some s uden s welcomed academic in eg i y
inspec ions, o he s exp essed p i acy conce ns. The dis ibu ion indica es he necessi y o anspa en AI usage no ms
ha p ese e bo h academic in eg i y and s uden p i acy. Encou agingly, a conside able p opo ion o s uden s
epo ed a eadiness o ge aining on e hical and e ec i e AI use. This implies a willingness o seek ins i u ional
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assis ance as well as a ecogni ion o he necessi y o unde s anding AI beyond i s p ac ical applica ions, wi h a ocus
on esponsible and e hical consequences.
4. Conclusion
The indings o his s udy show ha college s uden s ha e a gene ally posi i e a i ude ega ding he employmen o AI
ools in academic con ex s. Mos s uden s a e no only awa e o AI echnology, bu also ac i ely inco po a e hem in o
hei academic ou ines, no ably o assignmen s and esea ch p ojec s. The pe cei ed alue o using AI is s ong,
indica ing an inc easing dependence on in elligen echnologies o imp o e p oduc i i y and lea ning ou comes.
Howe e , he epo also iden i ies nume ous a eas o wo y, including he accu acy o AI-gene a ed in o ma ion, e hical
implica ions, and p i acy conce ns wi h ins i u ional su eillance. These conce ns poin o a disconnec be ween
s uden s' usage and hei unde s anding o he p ope use o AI.
Impo an ly, mos esponden s s a ed eadiness o pa icipa e in aining p og ams on e hical and e ec i e AI use,
demons a ing openness o ins i u ional suppo . This gi es a emendous oppo uni y o ins i u ions o unde ake
sys ema ic AI li e acy and e hics aining, which can help s uden s become mo e educa ed, c i ical, and esponsible in
he age o in elligen echnologies. Finally, as AI con inues o a ec educa ional p ocesses, ins i u ions mus s ike a
balance be ween inno a ion and in eg i y, empowe ing s uden s o no only use AI, bu also o unde s and i ully and
esponsibly.
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