Exploring Students’ Attitudes Toward the Integration of Artificial Intelligence in Education

Abstract

The acceptance of, perceived advantages to, and skepticism toward the integration of artificial intelligence (AI) in undergraduate education is investigated in this paper. In this study, a total of 675 students from six Romanian universities answered a self-administered online questionnaire evaluating three main aspects: AI acceptance, AI benefits, and AI skepticism. While AI skepticism has a modest but substantial negative influence (β = −0.113, p = 0.001), results show that AI benefits favorably predict AI acceptance (β = 0.541, p = 0.001). Whereas AI skepticism negatively correlates with AI acceptance (r = −0.124, p = 0.001), correlational analysis reveals a high positive association between AI acceptance and AI benefits (r = 0.544, p = 0.001). Despite concerns about its limitations, the regression model suggests that students’ willingness to embrace AI in education is mostly driven by its perceived advantages. This explains 30.8% of the variance in AI acceptance (R2 = 0.308, F(2, 641) = 142.909, p < 0.001). These results highlight the importance of techniques that improve perceived benefits while addressing uncertainty since they offer insightful analysis of student attitudes regarding artificial intelligence integration in higher education. By guiding policy decisions and educational activities meant to maximize AI-driven learning environments, this study adds to the current conversation on artificial intelligence adoption in education.

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