The rapid expansion of generative artificial intelligence (GenAI) is profoundly reshaping learning practices in higher education, creating both pedagogical opportunities and ethical concerns. This study investigates undergraduate students’ perceptions of GenAI, addressing a critical gap in empirical evidence on how these technologies are used, evaluated, and regulated from the learner’s perspective. The objective is to analyze patterns of GenAI use, perceived educational benefits, ethical risks, and attitudes toward institutional policies governing its adoption. A quantitative, cross-sectional survey design was used to collect self-reported data from university students on GenAI-supported academic activities, including writing, summarization, and analytical problem solving. Results indicate widespread adoption of GenAI tools for efficiency-driven tasks, alongside significant concerns about academic integrity, overdependence, the reliability of outputs, and equitable access. Students consistently emphasized the need for clearer institutional guidelines and formal AI literacy training. The findings suggest that GenAI integration must be pedagogically structured and ethically framed to support learning without undermining academic autonomy. This study contributes empirical insights to the AI in Education literature and informs higher education policy by highlighting the necessity of balanced, transparent, and student-centered governance of generative AI technologies.

Authors:
Miguel Montoya, Tec de Monterrey, Spain
Mauro Rodriguez, Tec de Monterrey, Mexico

About the Presenter(s)
Dr. Miguel A. Montoya is director of the Institute for the Future of Education-Europe (Spain) and Research Professor at Tecnológico de Monterrey (Mexico).

Connect on Linkedin
https://www.linkedin.com/in/miguel-a-montoya-b-b47418126/

See this presentation on the full schedule – Sunday Schedule

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