AI Practices Among Undergraduate Students: A Case Study of Ace College for Girls Kalaske

Abstract

This study investigates how undergraduates at Ace College for Girls, Kalaske, utilize AI-powered tools, including their understanding of and frequency of use of these technologies and how they perceive the role of these technologies in their academic experiences. It was guided by the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), and Self-determination Theory (SDT) and investigates how these frameworks mediate students' attitudes and motivations regarding AI adoption. A mixed-methods approach was used, comprising questionnaires and semi-structured interviews. The reason is that AI tools are mainly aligned with learning support and research; they are perceived as valuable because they can offer personalized learning experiences. Integration continues to be limited by limited training, data security, and over-reliance. The results highlight the need for focused training and curriculum-based integrated AI tools in education to improve outcomes. This research paper adds to the existing body of knowledge regarding AI in education with localized insights and actionable recommendations for educators and policymakers. This research addresses key barriers to adopting AI for transformative benefits to learning in higher education, where gaps exist in understanding student engagement.