Perceptions of Generative Artificial Intelligence Among University Early Modern History Students

This study explores university history students’ perceptions regarding generative artificial intelligence (GenAI) and its application in education. Although there are few publications on GenAI in history teaching, this work is distinguished by its focus on student perception after a neutral course on GenAI. Using a mixed methodology, the research reveals that students value GenAI for tasks such as summaries and outlines but are critical of its ability to foster critical thinking and its reliability. The results underscore the need for training and content verification, suggesting that GenAI can be a useful complementary tool, though not a substitute for human reasoning.