COMPARATIVE ANALYSIS OF UNDERGRADUATE AND GRADUATE STUDENTS' PERCEPTIONS OF THE POSSIBILITIES OF USING ARTIFICIAL INTELLIGENCE IN THE EDUCATIONAL PROCESS

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Authors

V.V. Spasennikov, D.V. Logvinov, S.S. Savkin

Abstract

The article presents the results of an empirical study on the perception and use of artificial intelligence (AI) by undergraduate students and master’s students of Bryansk State Technical University (BGTU). Using statistical methods (Pearson’s chi-square test and Fisher’s exact test), significant differences were identified in motivation, purposes of AI use, and trust levels (p < 0?01 for criticality and attitudes toward regulation). Undergraduate students primarily use AI to simplify academic tasks; some of them demonstrate negative attitudes toward checks for AI-generated content. Master’s students, in contrast, show cautious use of AI: they apply it to automate routine tasks and support data analysis, and typically verify the results. The study emphasizes the importance of training courses to foster digital literacy, ethical AI use, and risk minimization (e.g. plagiarism).

Keywords

artificial intelligence, higher education, large language models, critical thinking, digital literacy, ethical principles, legal regulation, empirical study, statistical analysis.