THE ACCEPTANCE OF AI TOOLS FOR LEARNING AMONG UNIVERSITY UNDERGRADUATES
DOI:
https://doi.org/10.35631/IJEPC.1164099Keywords:
Artificial Intelligence, Higher Education, Learning, Qualitative Research, University UndergraduatesAbstract
The fast development of Artificial Intelligence (AI) has changed higher education by giving students advanced tools to improve their learning, academic writing, problem solving, and personalised learning paths. The research sought to understand university undergraduates’ perspectives, experiences and attitudes towards AI-assisted learning and their acceptance of AI tools for learning. The research employed a qualitative research design using semi-structured interviews with 20 undergraduate students at higher education institutions in Johor, Malaysia. Data were collected through a researcher-developed interview process of 15 open-ended questions and analysed through thematic analysis. The results identified six major themes, namely perceived benefits of AI tools, academic learning support, student motivation and engagement, accessibility and equity, challenges and ethical issues and future potential of AI in higher education. Participants generally considered AI as a useful educational tool, which can enhance learning efficiency, comprehension of difficult topics, academic output, and self-learning. But the issues like authenticity of AI-generated content, over-reliance on AI, academic dishonesty and unequal access to AI technologies still remain. The findings show that AI has huge potential to improve teaching and learning but requires responsible use, ethical awareness, institutional leadership and equitable access for effective implementation. This research contributes to the growing body of work on AI in higher education and provides qualitative insights and practical recommendations for educators, university administrators and policymakers committed to the ethical and effective use of AI technologies in teaching and learning.
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