Students' Perceptions of University Preparation and Perceived Industry Relevance of AI Skills: A Study in UAE Higher Education

Document Type

Article

Source of Publication

Journal of Computer Assisted Learning

Publication Date

12-1-2026

Abstract

Background: Artificial intelligence is changing how universities teach and how graduates prepare for work. While universities are expected to support students in developing AI-related knowledge and confidence, less is known about how students themselves perceive the relevance of this preparation to the industry needs they anticipate. Objectives: This study explores students' perceptions of how well their institutions prepare them for AI-related workplace challenges, how relevant they perceive their AI education to be to industry expectations, and which learning experiences they see as most useful for developing valued AI competencies. Methods: The study used a survey design with open-ended elaboration, involving 114 students (86% at a single UAE university, with a small number from other UAE and non-UAE institutions). The survey included Likert-scale, multiple-choice, and open-ended items. Data were analyzed descriptively, with gender and year-of-study comparisons tested using Mann–Whitney U and Kruskal-Wallis tests; open-ended responses were analyzed thematically. Results and Conclusions: Students strongly believed universities should prepare all learners for AI-shaped workplaces but reported only moderate confidence in current preparation, with no significant differences by gender or year of study. Many described a gap between theoretical learning and practical application and wanted current tools, career guidance, and ethical use. Students valued hands-on projects, industry partnerships, internships, curriculum integration, and responsible AI education. These findings reflect student perceptions rather than verified industry requirements and suggest universities need more visible, applied, industry-connected AI education alongside continued attention to ethics and critical thinking.

ISSN

0266-4909

Publisher

Wiley

Volume

42

Issue

6

Disciplines

Education

Keywords

artificial intelligence, curriculum innovation, digital competence, employability, higher education, intelligent learning environments, student perceptions

Scopus ID

105051598181

Indexed in Scopus

yes

Open Access

yes

Open Access Type

Bronze: This publication is openly available on the publisher’s website but without an open license

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