Generative artificial intelligence in higher education: Students’ journey through opportunities, challenges, and the horizons of academic transformation

Abstract

This study examined university students’ perceptions of generative artificial intelligence (Gen-AI) in supporting learning and academic achievement, using a descriptive quantitative method. Data were collected from a sample of 1,537 students across various academic disciplines and levels. Results revealed generally positive attitudes, with a high overall mean score (M = 3.72), reflecting Gen-AI’s perceived benefits in enhancing motivation, collaboration, academic performance, and decision-making. However, concerns were also reported (M = 3.87), including data privacy, limited Arabic-language tools, and a lack of technical support. Statistically significant differences (p < 0.05) were observed across gender, academic stage, field of specialization, and computer experience. Male and diploma-level students reported the highest levels of engagement with Gen-AI tools. This study contributes to the growing body of research by providing empirical insights into how diverse student populations perceive Gen-AI in higher education. The findings highlight the need for tailored training, ethical guidelines, and inclusive policies to support responsible AI integration in education.