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<p>Generative artificial intelligence (GenAI) tools are becoming increasingly embedded in higher education. Despite growing interest in GenAI integration, empirical research examining students’ semester-long experiences with multiple GenAI tools remains limited. This qualitative study explored the experiences and perspectives of college students enrolled in a 15-week advanced media studies course on GenAI tools. Semi-structured interviews with five students centered participants’ voices, uncovering feelings, insights, and perspectives shaped by their engagement with GenAI tools. Guided by the UNESCO AI competency framework for students, analysis revealed four themes comprising 14 categories: participants (a) actively engaged in learning GenAI tools using diverse strategies, (b) developed an understanding of what it means to use AI, (c) became aware of potential issues arising from GenAI use, and (d) gained insights into the implications of using GenAI tools in professional settings. Based on these findings, suggestions for GenAI integration in higher education are provided, including: (a) designing learning workflows that encourage critical and self-directed engagement with GenAI tools; (b) providing campus-wide access to GenAI tools paired with structured pedagogical guidance; and (c) incorporating discipline-specific activities that address both the affordances and ethical concerns of GenAI use.</p>

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A Semester with Generative AI Tools: University Students Lived Experiences and Insights

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月25日

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  • Leytisha Jack,
  • Moon-Heum Cho,
  • Amona Da Conceição Major,
  • Adam Peruta

摘要

Generative artificial intelligence (GenAI) tools are becoming increasingly embedded in higher education. Despite growing interest in GenAI integration, empirical research examining students’ semester-long experiences with multiple GenAI tools remains limited. This qualitative study explored the experiences and perspectives of college students enrolled in a 15-week advanced media studies course on GenAI tools. Semi-structured interviews with five students centered participants’ voices, uncovering feelings, insights, and perspectives shaped by their engagement with GenAI tools. Guided by the UNESCO AI competency framework for students, analysis revealed four themes comprising 14 categories: participants (a) actively engaged in learning GenAI tools using diverse strategies, (b) developed an understanding of what it means to use AI, (c) became aware of potential issues arising from GenAI use, and (d) gained insights into the implications of using GenAI tools in professional settings. Based on these findings, suggestions for GenAI integration in higher education are provided, including: (a) designing learning workflows that encourage critical and self-directed engagement with GenAI tools; (b) providing campus-wide access to GenAI tools paired with structured pedagogical guidance; and (c) incorporating discipline-specific activities that address both the affordances and ethical concerns of GenAI use.