Student and faculty perceptions of AI: A qualitative study with focus groups

Abstract

In Spring 2025, librarians at a regional comprehensive university in Southwest Florida conducted focus groups with faculty and students to explore their perceptions and experiences with artificial intelligence (AI). Previous research suggests that both groups recognize potential benefits of AI for learning, teaching, and productivity while expressing concerns regarding misinformation, ethics, and future societal impacts. The purpose of this study was to explore faculty and student perceptions of AI knowledge, training, and ethical use within a higher education context. Using a phenomenological approach, researchers conducted separate focus groups with faculty and students and analyzed the resulting discussions for recurring themes. Faculty participants expressed concerns related to critical thinking, institutional guidance, access to practical training, and adapting instruction to an AI -enabled environment. Student participants emphasized misinformation, future employment, and broader societal impacts of AI. Participants in both groups viewed AI as a tool that could be used ethically when applied appropriately. Although limited by its small sample size and single-institution context, the findings suggest opportunities for AI literacy initiatives and continued discussion regarding ethical AI use in higher education.