Perceptions and Use of AI in Higher Education Students

Impact on Teaching, Learning, and Ethical Considerations

Bibliographic Data

ID21446604
AuthorsLuis Medina Gual (0000-0002-6783-606X, Universidad Iberoamericana CDMX Mexico City Mexico, corresponding author), José Luis Parejo (0000-0002-1081-3529, Universidad de Valladolid Segovia Spain)
Year2025
Volume60
Issue1
Publication date2025-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEuropean Journal of Education (JOURNAL)
Journal identifiersISSN: 0141-8211 • E-ISSN: 1465-3435
PublisherWiley (PUBLISHER • GB)
DOI10.1111/ejed.12919
OpenAlexW4408284852
LanguageEN
Citations received1
References cited44

The present research explores AI's impact on education among Mexican undergraduate students through a non‐experimental, correlational, cross‐sectional study. A validated public questionnaire was distributed to 840 students via Google Forms from February to May 2024. Analysis revealed significant AI exposure and use patterns, primarily influenced by mass media and personal connections. Psychometric evaluations showed strong internal consistency (Cronbach's alpha = 0.97), with PCA and clustering identifying two student profiles: a knowledgeable majority and an optimistic minority with lower formal knowledge. Significant correlations were found between AI familiarity and perceived educational impact. These findings underscore the need for integrating formal AI training into curricula to bridge the gap between enthusiasm and practical knowledge, promoting ethical and effective AI use in higher education. This study informs policy and practice for aligning AI technologies with educational goals

Mathematics education · Pedagogy · Perception · Sociology · AI in Service Interactions · Artificial Intelligence in Healthcare and Education · Ethics and Social Impacts of AI · Psychology

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