Journal Press India^®

Author Details ( * ) denotes Corresponding author

The present study examines the synthesis of Artificial Intelligence (AI) tools in higher education, concentrates on their use, subjective impact, and inter-connected with challenges among undergraduate (UG) and postgraduate (PG) students in India. Using a descriptive and exploratory research design, data were collected from 200 students using structured questionnaire and analysed using the statistical software “SPSS” (Statistical package for social science).  The study reveals that   AI tools (e.g., ChatGPT) are widely adopted for curricular activities, with students articulating a strong readiness to continue using AI. Students interpret AI tools as productive for improving learning outcomes, Cognitive engagement, and Knowledge acquisition. Educational practitioners are considered as knowledgeable in using AI, and institutional readiness—such as availability of tools and clarity of policies is generally rated high. However, a substantial gap exists in formal ethical AI training, and concerns regarding academic dishonesty remain predominant. Regression estimates demonstrate that students' belief in AI’s positive academic impact, effective use of AI by instructors, and the interactivity of AI tools significantly predicted good learning outcomes Contrastingly, factors such as ethical concerns, observed dishonesty and general willingness to use AI was not showing statistically significant impact on performance.  The findings from this study highlight that that while AI tools increase student learning and acknowledged academic success, potential amalgamation requires strategic efforts from institutions. These include formal ethical training, professional development for students, and clearly defined policies to support responsible and meaningful AI use in academics. 

Keywords

Artificial Intelligence; Higher Education; Student Engagement; Academic Performance; AI Ethics; Generative AI; India

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