International Journal of Social Science & Economic Research
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Title:
College Students’ Experiences, Attitudes, Skills, and Expectations Regarding Artificial Intelligence (AI): A Survey-Based Study

Authors:
Abba Giza , Dr. Emiel Owens , Dr. Grace Eboh and Oluwabukunmi Adubi

Journal: International Journal of Social Science and Economic Research (IJSSER)
ISSN: 2455-8834
Volume: 11
Issue: 3
Publication Date: March 2026
DOI: 10.46609/IJSSER.2026.v11i03.003

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Abba Giza1 , Dr. Emiel Owens2 , Dr. Grace Eboh3 and Oluwabukunmi Adubi4
1. Doctoral Candidate, College of Education, Texas Southern University, Houston, Texas
2. Professor, College of Education, Texas Southern University, Houston, Texas
3. College of Education, Texas Southern University, Houston, Texas
4. University of Maryland, Master of Science in Information Systems

MLA 8
Giza, Abba, et al. "College Students’ Experiences, Attitudes, Skills, and Expectations Regarding Artificial Intelligence (AI): A Survey-Based Study." Int. j. of Social Science and Economic Research, vol. 11, no. 3, Mar. 2026, pp. 903-918, doi.org/10.46609/IJSSER.2026.v11i03.003. Accessed Mar. 2026.
APA 6
Giza, A., Owens, D., Eboh, D., & Adubi, O. (2026, March). College Students’ Experiences, Attitudes, Skills, and Expectations Regarding Artificial Intelligence (AI): A Survey-Based Study. Int. j. of Social Science and Economic Research, 11(3), 903-918. Retrieved from https://doi.org/10.46609/IJSSER.2026.v11i03.003
Chicago
Giza, Abba, Dr. Emiel Owens, Dr. Grace Eboh, and Oluwabukunmi Adubi. "College Students’ Experiences, Attitudes, Skills, and Expectations Regarding Artificial Intelligence (AI): A Survey-Based Study." Int. j. of Social Science and Economic Research 11, no. 3 (March 2026), 903-918. Accessed March, 2026. https://doi.org/10.46609/IJSSER.2026.v11i03.003.

References

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ABSTRACT:
This study examined differences between undergraduate and graduate students’ experiences, perceptions, and concerns regarding the use of artificial intelligence (AI) in higher education. Using survey data collected across four domains: Experience and Usage of AI, Skills/Education/Training in AI, Perceptions and Attitudes Toward AI, and Future Expectations of AI, the analysis revealed significant distinctions between the two groups. Undergraduate students reported stronger agreement that AI-powered tools are essential for academic success, that AI positively supports their learning, and that they feel comfortable using AI-generated responses in coursework. They also viewed the use of AI as providing an academic advantage. In contrast, graduate students expressed higher levels of skepticism regarding the academic benefits of AI and greater concerns about the social stigma of using AI for schoolwork. Graduate students also held stronger beliefs about AI’s potential to reduce human biases, alongside heightened worries about AI’s long-term societal impacts and risks associated with unregulated AI development. These findings illustrate developmental, professional, and ethical differences in how AI is perceived across educational levels. The study highlights the need for differentiated AI literacy initiatives that address varying expectations, competencies, and concerns among undergraduate and graduate learners.

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