Student perspectives on integrating generative artificial intelligence into dual higher education curriculum

Generative artificial intelligence (GenAI) tools are increasingly used by students in higher education, yet their systematic integration into curricula and assessment remains uneven. This mixed-methods survey study investigates dual study students’ use of GenAI, their perceptions of curricular preparedness for AI-supported work, and their expectations regarding acceptable AI involvement in assessment within the German dual higher education context. The study is conceptually framed through AI literacy, technology acceptance, and work-integrated learning perspectives, allowing AI preparedness to be interpreted as a multidimensional educational and professional competence rather than merely a matter of tool access. Data were collected from 180 students across four undergraduate degree programs using a questionnaire combining closed-ended items and open-ended responses, which were analyzed descriptively and thematically. Qualitative responses were integrated with the quantitative findings to explain students’ reported adoption patterns, curricular expectations, concerns, and assessment preferences. The findings indicate high baseline adoption of GenAI tools and show that students primarily conceptualize GenAI as a pragmatic productivity aid that supports efficiency, idea generation, and task acceleration. Despite widespread use, most students report limited formal curricular preparation for working with GenAI in professional contexts. Students express strong support for curriculum integration through practice-oriented formats, while emphasizing critical evaluation, ethical awareness, and responsible use. Regarding assessment, the majority favor AI-assisted approaches only when combined with human oversight. The study highlights a growing mismatch between students’ established GenAI practices and limited curricular integration and suggests that dual higher education institutions should address GenAI through coordinated curriculum and assessment strategies aligned with workplace realities.