<p>Understanding students’ perceptions of Artificial Intelligence (AI) is crucial for integrating AI into education and aligning it with professional expectations. This study investigates how university students’ perceptions of AI influence their educational and professional development, a previously unexplored relationship, emphasizing the demand for AI training through Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis on 725 students. The present research offers novel insights into the mediating effects of professional development and the nonlinear role of fear in shaping AI training demand. Findings indicate that students view AI implementation in companies as enhancing business performance through automation and optimized decision-making, thus improving learning and professional development opportunities. High-performing companies are seen as offering valuable internships and motivating students to enhance their skills, thereby increasing the demand for AI training. Students with prior AI knowledge feel more confident and require less additional training. Conversely, perceived risks associated with AI may incentivize academic engagement under certain conditions, but excessive fear may cause mental blocks, reducing participation in educational programs and interest in AI training. This study provides a comprehensive view of how students’ perceptions of AI affect their academic and professional paths. These findings offer concrete guidance for curriculum designers and educators aiming to foster AI literacy and pedagogical strategies aligned with technological transformation in business and education. It highlights the importance of educational strategies that incorporate realistic applications and limitations of AI, preparing students for the safe and effective use of technology in their careers. These findings emphasize the need to adapt curricula to the realities of AI in the future workplace.</p>