Understanding University Students’ Perspectives on Generative AI

This chapter examines Italian university students’ perspectives on generative artificial intelligence (GenAI) through a multimethod research programme involving over 2, 000 students across four complementary studies conducted between 2023 and 2024. The research addresses three fundamental questions regarding GenAI familiarity and usage patterns, student perceptions of integration benefits and risks, and expectations about future roles in higher education. Findings reveal that approximately 50% of Italian students use GenAI for academic purposes, with higher usage for personal activities (69.2%). Male students show significantly higher adoption rates, with strong correlations between digital competence and GenAI usage. Cluster analysis identifies four distinct profiles: Indifferent (18.9%), Fearful (21.3%), Enthusiasts (30.3%), and Pragmatics (29.5%). Students demonstrate sophisticated awareness of both benefits and risks. Primary academic uses include personalised tutoring, research support, and writing assistance. Key concerns encompass skill erosion, tool dependency, and ethical issues. A ‘proximity paradox’ emerges whereby students express personal optimism while maintaining broader social concerns. Crucially, over 80% of students demand regulatory clarity rather than prohibitive measures, recognising that GenAI integration is inevitable and requires structured governance. The widespread absence of institutional guidelines creates uncertainty and inconsistent practices. As critical stakeholders, students’ perspectives provide invaluable insights for evidence-based policy development. The research demonstrates an urgent need for responsive institutional action incorporating student voices into governance frameworks that maximise educational benefits while addressing concerns about academic integrity and equity.