Perceptions of AI in Higher Education: Insights from Students at a Top-Tier Chinese University

Abstract

While AI integration in higher education has transformative potential, existing studies may not fully capture the unique socio-cultural and institutional contexts of top-tier universities in China. This study investigates students’ perceptions of AI utilization at a leading Chinese university, drawing on the Technology Acceptance Model (TAM). Quantitative data were collected via a 5-point Likert scale questionnaire (n = 253), complemented by open-ended qualitative responses. Results revealed that while they viewed AI as useful for enhancing efficiency and easy to use, concerns about content accuracy, over-reliance, and ethical issues persisted. Their high interest in AI contrasted with lower self-assessed proficiency, highlighting a gap between enthusiasm and competence. Institutional support significantly motivated adoption, whereas social influence played a lesser role. Students valued AI’s support in language learning, writing, research, and programming but noted its limitations in complex problem-solving. They also called for human-centric AI tools offering emotional support and personalized guidance. These findings may offer educators, policymakers, and AI developers valuable insights to address students’ concerns and optimize learning experiences in competitive academic environments.

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