Navigating AI in Higher Education: Student Perceptions, Motivations, and Concerns

This study examines Uzbek higher education students’ perceptions of using generative AI tools (e.g., ChatGPT, POE, Perplexity) for completing academic assignments to inform effective teaching and learning strategies. The research primarily aims to investigate students’ self-reported familiarity level with the concept of AI, frequency of use, perceived benefits and challenges, and students’ fears associated with AI use in completing academic assignments. The data was collected through a mixed-methods approach. An online survey was carried out from 257 students across different levels and disciplines at Westminster International University in Tashkent.
Survey results illustrate that a significant 72% of participants reported that they have used AI tools for academic purposes. Additionally, 10 semi-structured interviews were conducted to gain deeper insights into students’ experiences, with a particular emphasis on the psychological and behavioral drivers of AI use. Students generally expressed a positive attitude towards the integration of AI into learning and teaching at higher education, as they see some benefits, such as time savings, increased productivity, and enhanced accuracy.
Nevertheless, interview analysis revealed that procrastination is usually masked by timesaving and lack of confidence in their own academic abilities. Students also expressed their worries, such as reduced critical thinking, lack of originality, and overdependence on AI. Interestingly, while the majority of students believe they are familiar with the concept of AI, their knowledge seems to be operational, knowing how to use it, rather than critical (knowing when and why to use AI tools).
The study concludes that higher education institutions should focus on developing critical AI literacy and providing clear guidelines for AI use. It is important to explore students’ perceptions as they play an important role in shaping students’ motivation, engagement, and academic achievement.