Document Type
Article
Source of Publication
Cogent Education
Publication Date
9-19-2025
Abstract
As artificial intelligence transforms the educational landscape, generative artificial intelligence (GenAI) tools have become influential in enhancing learning experiences. Despite their growing presence in higher education, limited research explores how university students, especially learners in non-Western contexts, perceive these tools. This study investigates students' perceptions at a university in the UAE, focusing on five dimensions: perceived benefits, institutional support, technological self-efficacy, ethical considerations and user satisfaction. The findings reveal that students generally expressed strong agreement regarding the benefits of GenAI, demonstrated a clear sense of ethical awareness and felt confident in their technological abilities. While satisfaction levels were generally high, perceptions of institutional support were more moderate. The study also identified notable differences across academic disciplines, particularly among students in Natural and Health Sciences and Interdisciplinary Studies. These insights contribute to understanding the evolving role of GenAI tools in shaping intelligent learning environments and offer practical recommendations for educators and policymakers seeking to integrate these technologies in higher education.
DOI Link
ISSN
Publisher
Informa UK Limited
Volume
12
Issue
1
Disciplines
Computer Sciences | Education
Keywords
Students' perceptions, GenAI, intelligent learning environments, educational technology adoption, higher education, Students' perceptions, GenAI, intelligent learning environments, educational technology adoption, higher education
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Tbaishat, Dina Mansour and Elfadel, Maha Waleed, "Exploring Students' Perceptions Of GenAI Tools In Higher Education: A Case Study" (2025). All Works. 7508.
https://zuscholars.zu.ac.ae/works/7508
Indexed in Scopus
no
Open Access
yes
Open Access Type
Gold: This publication is openly available in an open access journal/series