An exploratory study on students’ perceptions of generative artificial intelligence in higher education: potential consequences for creativity and critical thinking
DOI: https://doi.org/10.3846/cs.2026.23866Abstract
This study aims to examine Bachelor of Communication students’ current perceptions, practices, and the scope of generative AI technologies in the university education process. In particular, perceptions, concerns, and insights into students’ practices with generative AI systems in conducting graded assignments. Data were collected from 138 undergraduate students at a Lithuanian university using a survey. Findings revealed a generally positive attitude towards the use of generative AI in the study process. Students highlighted generative AI’s ability to explain complicated concepts, produce ideas for creative assignments, and assist with writing. However, concerns about accuracy, ethical issues, and impact on personal development were also raised. Collected data and insights suggest an urgent need for educators and policymakers to act on generative AI to cultivate students’ skills in using the technology effectively and ethically. Understanding students’ perceptions, attitudes, and habits towards generative AI is vital to producing strategies that would enhance learning experiences in higher education.
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gen AI, artificial intelligence, AI literacy, education policyHow to Cite
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