Generative AI Awareness and Utilisation: A Case Study of Nigerian Postgraduate STEM Students in the UK

Abstract

Generative Artificial Intelligence (AI), which creates new content by learning from existing data, is increasingly influencing higher education. Its interactive and adaptive capabilities offer unique opportunities for enhancing critical thinking and active learning, particularly in engineering disciplines. This study investigates how Nigerian international postgraduate students in UK STEM programmes - one of the largest cohorts from low-income countries - engage with Generative AI. Despite comprising $71 \%$ of full-time UK postgraduate students, the students’ interaction with this emerging technology remains underexplored. Using a survey approach, the study examines students’ definitions, perceived usefulness and limitations, tool awareness, ethical concerns, and levels of engagement with Generative AI. Preliminary findings suggest widespread awareness but limited educational use. The research highlights the potential of Generative AI to bridge technological learning gaps for underrepresented student groups, offering insights for more inclusive integration of AI in higher education.

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