AI for Learning, Not for Cheating: Exploring Students’ Perceptions of AI in Higher Education

• In Event: Teaching and Learning in Sociology Section Open Call Paper Session

Abstract

The availability of generative artificial intelligence (AI) platforms like ChatGPT poses benefits and risks in higher education. Recent research suggests AI use might enhance higher education teaching and learning (Deng et al., 2025) and that AI could be integrated as a personalized learning tool (Saleem et al., 2024) or “intelligent tutor” (see Wang & Fan 2025 for a meta-analysis). However, students’ use of AI may not match faculty perspectives of appropriate use, especially for writing processes (e.g., Barrett & Pack, 2023; Yan, 2023). Further, it remains unclear if students understand how AI can be biased (Harrer, 2023), provide incorrect or inappropriate information (Ding et al., 2023; Kumar, 2023; Lubowitz, 2023; Urhan et al., 2024), or represent academic integrity violations if not cited (Chan, 2023; Peres et al., 2023; Zhai, 2022). Understanding student perceptions of AI platforms is critical. Our mixed methods study (n=46) has three aims that combine qualitative (focus group) and quantitative (survey-questionnaire) data. First, we document AI uses students report in pursuit of higher education. Second, we examine students’ perceptions of what constitutes academically sound uses of AI for learning and completing assignments. Third, we explore concerns students have about AI use in academic spaces. The results of our research will be used to inform faculty about students’ current AI usage patterns. Given that professors across disciplines have varied needs in and outside of the classroom, we will generate suggestions to improve transparency about integrating AI into classroom exercises in ethical ways without compromising learning outcomes.

Authors

• Misty Amadona Curreli, Penn State University Harrisburg

• Laura Heisick, Penn State Harrisburg