The Use of Artificial Intelligence among Students in Higher Education
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Background/Purpose: Artificial intelligence (AI) impacts our everyday lives, from business to social areas, and, in recent years, more and more education. This paper aims to discuss using artificial intelligence tools for educational purposes from the student’s perspective. Methods: A quantitative approach was used for the research using the questioning method. Data were collected using an e-survey. The questionnaire contained closed questions referring to (i) general data, (ii) the use of specific artificial intelligence tools, and open questions (iii) about using artificial intelligence for study purposes. Parametric Independent – Samples t-Test and One-Way ANOVA tests were used for normal and near-normal distributions of the responses. Results: The study conducted with 258 university students in Slovenia reveals a general familiarity with AI concepts yet with a limited ability to articulate this understanding. Popular AI tools like ChatGPT and Grammarly are predominantly used for information retrieval and idea generation. Notable differences in AI tool usage were observed based on gender and field of study. Conclusion: The rapid advancement of AI is significantly transforming higher education. Integrating AI into education fosters the development of adaptive, personalized, and inclusive learning environments. Due to the study’s limited sample size and geographic focus, further research with more diverse samples is needed to understand global AI tool usage in higher education fully.
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A recent survey by Jereb and Urh found that nearly 90% of students had already used some form of AI tool for information retrieval, assignment writing, or studying.
“A recent survey by Jereb and Urh [48] found that nearly 90% of students had already used some form of AI tool for information retrieval, assignment writing, or studying.”
From Artificial Intelligence in Higher Education: A State-of-the-Art Overview of Pedagogical Integrity, Artificial Intelligence Literacy, and Policy Integration (2025) · cites this paper as [48]
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Cited by
Sorted by citations
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- Authors
- Jereb, E., & Urh, M.
- Affiliations
- University of Maribor (SI)
- ORCID
- Venue
- Organizacija
- Publisher
- Walter de Gruyter GmbH
- Published
- 2024-12-01
- Volume
- 57
- Issue
- 4
- Pages
- 333-345
- ISSN
- 1318-5454 (ISSN-L)
- 1581-1832
- OpenAlex
- W4405385661
- Cited by
- 14
- References
- 44
- Citations by year
- 2026: 7 · 2025: 7
- FWCI
- 5.28
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Organizacija (publishedVersion, cc-by-nc-nd)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Physical Sciences › Computer Science › Artificial Intelligence › Artificial Intelligence Applications
- Keywords
- artificial intelligence in education, university students, AI tool use, ChatGPT, Grammarly, student perceptions, gender differences, field of study differences, information retrieval, idea generation, personalized learning
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