AI in Higher Education: Usage, Perceptions, and Ethics at BUITEMS

Higher education has embraced artificial intelligence (AI), which is changing methods for academic support, evaluation, and learning. The impact of AI usage, student perceptions, and ethical concerns on academic performance at Balochistan University of Information Technology, Engineering, and Management Sciences (BUITEMS) is examined in this study. Cross-sectional data from 300 students in three departments (Computer Science, English, and Economics) was used in a descriptive quantitative design. A systematic, self-administered questionnaire that was adapted from well-known frameworks, such as the General Attitudes Toward Artificial Intelligence Scale (GAAIS) and the Technology Acceptance Model (TAM), was used to collect data. Acceptable internal consistency across constructs was demonstrated by reliability analysis (perceptions α =.72; ethics α =.61; use α =.64). With average scores above 3.5 on a 5-point scale, descriptive statistics showed that students had good opinions regarding AI. There were no discernible variations in AI use, attitudes, or ethical concerns amongst departments, according to the results of a one-way ANOVA. Regression analysis, however, revealed that academic performance was considerably and favorably impacted by AI usage (β = 0.50, p <.001) and perceptions (β = 1.36, p =.002), whereas ethics had a favorable but non-significant effect. The model as a whole accounted for 56% of the variation in student grades. These results demonstrate AI's beneficial effects on academic performance while simultaneously emphasizing the significance of resolving ethical issues. In order to create responsible AI integration strategies that improve student learning while maintaining academic integrity, the study provides evidence-based insights for institutions in developing countries. The study suggests that Governments in these countries can incorporate AI related components in curriculum, which may further improve AI utility amongst students. Keywords: , , , , .