Integrating Artificial Intelligence into Higher Education: Students’ Perceptions and Prospects at Jashore University of Science and Technology

Abstract

This article examines the perceptions of students towards the inclusion of Artificial Intelligence (AI) at tertiary level institutions, with a keen focus on perceived opportunities, barriers, accessibility, and the future of AI at Jashore University of Science and Technology (JUST). Using a quantitative survey design, the researchers collected data from a large group of respondents through surveys and analysed them to determine the prevailing attitude towards AI adoption–the barriers to adoption, and the indicators of readiness to adopt. The opinions show that AI is considered to be an advantageous method of teaching, which can facilitate a deeper comprehension, differentiated learning, and educational performance. However, participants singled out the priority to be given to blended learning patterns, whereby AI is used as a tool not an alternative to conventional instructional processes. Academic stress, lack of digital literacy, affordability barriers, and usability issues were considered as the key challenges; therefore, capacity building actions, as well as equal access policies, should be provided. The respondents gave high ratings to guided AI training, infrastructure, and institutions’ readiness as the pillars of integration effectiveness. This paper states that pedagogical integrity, ethical governance, and inclusivity are the prerequisites to sustainable adoption of AI in learning institutions. The study findings provide actionable information on policy and practice to put in place innovative, accessible, and contextually responsive approaches that can support sustainable higher education in Bangladesh and the Asia-Pacific region.