Gauging student perceptions of artificial intelligence in agricultural leadership, education, and communications

Abstract Artificial intelligence (AI) is increasingly integrated into higher education, yet students have diverse perceptions regarding its role in education. Our study aimed to explore how students view AI as an educational tool. Using a phenomenological approach, we employed an online open‐ended questionnaire with students from Texas A&M University College of Agriculture and Life Sciences, specifically in the Department of Agricultural Leadership, Education, and Communications. The technology acceptance model guided the study in which we sought to answer three research questions: (1) How do students in agricultural education perceive the ethical and cognitive implications of using AI in their academic work? (2) In what ways do students in agricultural education perceive AI tools, such as ChatGPT, as useful for enhancing their academic performance and creativity? and (3) What are students’ experiences and expectations regarding the integration of AI technologies in college‐level agricultural education classrooms? The findings revealed a range of student perceptions and experiences that provide valuable insights into how to establish ethical guidelines for AI use and to better understand students' educational values and AI preferences. These insights suggest AI's integration in education must be carefully considered. As AI becomes more prevalent in daily life, it is crucial to prepare students for a workforce where AI tools will likely be encountered to ensure they can use these tools responsibly and effectively.