The Use of Artificial Intelligence Tools by Students: Opportunities and Challenges

Abstract

This study aims to explore the use of artificial intelligence tools among students, focusing on both the opportunities and challenges associated with their integration into academic activities, as well as the variability of usage patterns across different student profiles. The research adopts a quantitative design based on a structured questionnaire administered to a sample of 215 students from the University of Bucharest and Valahia University of Târgoviște. The instrument evaluates two main dimensions: the frequency and type of AI usage, and the perceived utility and benefits of these tools in the learning process. The results indicate that the year of study represents the most significant factor influencing both the frequency of AI usage and the perceived utility of these tools (p = .001 and p = .000, respectively), with third-year students demonstrating the highest levels of engagement and efficiency in AI use, while first-year students show lower levels of utilization. In contrast, variables such as age, level of study, and specialization do not produce statistically significant differences, suggesting a relatively homogeneous adoption of AI tools across these categories. The findings highlight that artificial intelligence functions as a widely accessible and democratized educational resource, supporting productivity, information processing, and academic task completion. At the same time, the study emphasizes the need for structured institutional support, particularly in the early stages of academic training, as well as the importance of promoting responsible and ethical use of AI to mitigate risks related to overreliance, information accuracy, and academic integrity.