Is the Rise of Artificial Intelligence Redefining Italian University Students’ Learning Experiences? Perceptions, Practices, and the Future of Education
Bibliographic Data
| ID | 22045653 |
|---|---|
| Authors | Chiara Buizza (0000-0002-3339-3539, University of Brescia, corresponding author), Jessica Dagani (0000-0003-2890-6608, University of Brescia), Alberto Ghilardi (0000-0002-7053-7853, University of Brescia) |
| Year | 2026 |
| Volume | 16 |
| Issue | 2 |
| Pages | 258 |
| Publication date | 2026-02-06 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16020258 |
| OpenAlex | W7128167390 |
| Language | EN |
| Citations received | 1 |
| References cited | 15 |
Background: The rapid diffusion of generative Artificial Intelligence (AI) in higher education is reshaping students’ learning practices and raising concerns about unequal access and educational equity. In the Italian university context, where institutional guidelines on AI use are still developing, examining how students adopt and perceive tools such as ChatGPT is particularly relevant. Methods: This quantitative study investigated patterns of ChatGPT use and perceptions among Italian university students, with specific attention to its perceived support for learning and the development of transversal skills. Data were collected through an online survey. Differences across socio-demographic and academic characteristics were analysed using Mann–Whitney and Kruskal–Wallis tests, while associations between ChatGPT use, students’ perceptions, and study-related outcomes were examined using Spearman’s rho coefficients. Results: Students perceived ChatGPT as a useful tool, particularly in supporting the development of analytical, writing, and digital skills. Significant differences emerged across student groups. Higher levels of use and more positive perceptions were reported by freshmen, students studying in urban areas, and those with stronger economic resources. Conclusions: ChatGPT adoption and subjectively perceived institutional support and benefits vary by academic experience and socio-economic background. As the findings are based on self-reported perceptions, they reflect perceived rather than measured learning outcomes, highlighting the need for further research using objective indicators
Academic achievement · Educational technology · Generative grammar · Higher education · Perception · AI in Service Interactions · Artificial Intelligence in Healthcare and Education · Online Learning and Analytics
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |