Use of Generative Artificial Intelligence by Final Degree Project Students: Is It Useful in All Steps of Their Work?

This study examines the perceived utility of generative artificial intelligence (GenAI), particularly ChatGPT, in the development of final degree projects across diverse academic disciplines. Drawing on a mixed-methods design, the research involved eleven final-year undergraduate students who participated in structured sessions integrating GenAI tools into distinct project phases. Quantitative and qualitative data revealed heterogeneous perceptions of GenAI’s utility, with theoretical framework development rated most favorably and visual presentation tasks least useful. Disciplinary variations were pronounced; students from Chemical Engineering and Psychology reported higher engagement, while those in Philosophy and Computer Science expressed greater skepticism. To ensure methodological rigor, AI-driven linguistic analysis of oral discourse confirmed participant homogeneity in academic maturity, supporting the attribution of perceptual differences to disciplinary and task-specific variables rather than individual disparities. The findings underscore the need for context-sensitive integration of GenAI in higher education, balancing its potential as a cognitive amplifier with critical evaluation of its limitations.