AI in Chemistry Education: Student Perspectives on Opportunities and Challenges

The application of artificial intelligence (AI) into chemistry education is transforming how students learn, engage, and understand the chemistry concepts. AI tools such as ChatGPT, Gemini, Copilot and others enhance efficiency and support problem-solving, concerns about accuracy, ethics, however depending too much on AI make students worried in using them. This study investigated chemistry students’ awareness, perceptions, and ethical considerations regarding artificial intelligence (AI) integration in chemistry learning. A structured questionnaire was administered to 53 diploma students. The instrument consisted of Likert-scale items and demographic questions, which allowed analysis of differences based on age, gender, and prior AI experience. Findings indicated moderate adoption of AI tools, with students using them primarily for literature searches and conceptual explanations but showing reluctance in applying AI to laboratory reports or high-stakes assessments. Students perceived AI as supportive in clarifying complex concepts and improving efficiency, yet expressed concerns about accuracy, academic integrity, privacy, and overreliance. Behavioural intentions remained cautious, with most respondents’ undecided about long-term adoption. These results suggest that AI is valued as a supplementary tool in chemistry learning but not yet trusted for critical tasks.