Exploring university students’ experiences of using generative AI for academic learning in Pakistan

Abstract

The fast development of generative artificial intelligence (GenAI) has brought significant changes into the way university students search for information, think up ideas, communicate, and learn academically. While many studies have been devoted to the opportunities and obstacles associated with the use of GenAI in education, there is a scarcity of qualitative research on the use of GenAI by university students in Pakistan. The current study investigates the experiences of using generative AI for academic learning among university students in Pakistan, particularly focusing on students' motives, use, perceived benefits, challenges, ethical concerns, and evaluation of the information generated with the help of AI. The interpretive qualitative phenomenological methodology was applied in order to obtain in-depth insight into the experiences of the participants. Data collection was performed via semi-structured interviews with university students who had previously used GenAI tools for academic purposes. The analysis of the interview data was thematic, which entailed finding the recurring themes and patterns in the participants' responses. The results revealed that the students see GenAI as an accessible and convenient learning assistant that is able to facilitate conceptual comprehension, writing, idea formation, language improvement, and academic productivity. However, the participants pointed out the problems associated with the accuracy of AI-generated information, overreliance on the technology, academic dishonesty, and confusion as to how to use the technology. The results also show that the issues of AI literacy, critical thinking, and guidance from institutions are important in order to ensure proper use of GenAI in higher education.