This study explores the perceptions and attitudes of undergraduate nutrition students toward the integration of artificial intelligence (AI) in their educational process. A cross-sectional, descriptive-correlational design was employed with a sample of 279 students from public and private universities in Mexico. The validated PEIIA scale (α = 0.96) was used to assess students’ perceptions across seven dimensions: effectiveness, learning improvement, cognitive and technological dependency, user-friendliness, learning support, emotional reactions, and AI accuracy. Results revealed that most students (over 65%) positively perceived AI as a tool that enhances their learning outcomes, academic performance, organization, and motivation. Significant correlations were found between AI use and perceived learning improvement, skill development, and educational quality. Interestingly, 67.8% of students disagreed with the idea that AI fosters cognitive or technological dependency. However, a substantial portion remained neutral regarding the accuracy and reliability of AI, suggesting the need for digital literacy in evaluating AI-generated information. Differences were observed based on institutional context; students from private universities reported more favorable perceptions, likely related to greater access and digital familiarity. These findings underscore the value of AI as a pedagogical ally in health sciences education and the importance of addressing digital equity. Future research should consider longitudinal designs and explore real AI usage patterns. This study provides relevant evidence for educational stakeholders aiming to integrate AI in higher education in an ethical, inclusive, and pedagogically meaningful way.