Abstract
The integration of Artificial Intelligence (AI) tools in higher education is gaining significant momentum, transforming teaching and learning across academic disciplines such as STEM, Humanities, Social Sciences and Business. As these technologies become more widespread, it is essential to understand how students perceive the impact of ChatGPT, Grammarly and QuillBot on their learning experiences. This study employed a mixed-methods approach to collect quantitative and qualitative data. A purposive sampling method was used to recruit 407 students, aiming to ensure the representation across disciplines. Data were collected via a Google Forms-based survey using Likert-scale items, which underwent pilot testing and expert validation to ensure robustness. The instrument demonstrated high internal consistency, with Cronbach’s alpha values above 0.80. Additionally, seven students representing diverse perspectives on AI tools participated in in-depth interviews. Descriptive statistics and one-way ANOVA showed how students across various disciplines perceive AI tools for learning. STEM students report that AI enhances their problem-solving skills by simplifying complex concepts, a benefit also experienced by Business students, who share similar advantages. Humanities and Social Sciences expressed mixed responses and skepticism about decreased creativity, critical thinking and anxiety about losing ‘human touch.’ Their cautious approach shows that while AI helps in summarization and research, a one-size-fits-all concept may not work for all educational backgrounds. The study emphasizes the need for discipline-specific AI tools to enhance their effectiveness in higher education. The results also showcased the importance of addressing ethical concerns and ensuring equitable access to AI tools across academic disciplines.
Keywords: Artificial Intelligence, Business, Equitable Access, Humanities, Social Sciences, STEM.