Exploring Students’ Perspectives on Utilization of Artificial Intelligence (AI) Writing Tools through Sequential Explanatory Mixed Method Study

The integration of Artificial Intelligence (AI) writing tools in academic settings has transformed students' writing processes, yet concerns regarding effectiveness, ethical implications, and academic integrity persist. This study explores students' perspectives on the utilization of AI writing tools through a sequential explanatory mixed-method approach. The quantitative phase, conducted through a survey of 326 students, examined attitudes and behavioral intentions regarding AI tool usage, while the qualitative phase provided in-depth insights through semi-structured interviews. Results indicate that students generally perceive AI tools as effective in improving writing efficiency and organization. However, concerns about over-reliance, ethical challenges, and institutional inconsistencies in AI policies emerged as critical issues. Statistical analyses revealed significant differences in students' perceptions based on sex, academic year level, and frequency of AI tool usage. The study emphasizes the need for institutional guidelines, AI literacy programs, and ethical frameworks to ensure responsible AI integration in higher education. The findings provide valuable insights for educators, policymakers, and academic institutions in formulating strategies that balance AI benefits with academic integrity.