AN INVESTIGATION INTO UNIVERSITY TEACHERS AND STUDENTS’ PERCEPTIONS OF USING ARTIFICIAL INTELLIGENCE AS A WRITING ASSISTANT TOOL

Abstract

This study investigates university students’ familiarity with and usage of AI-driven writing tools, as well as their perceptions of their educational value. It also examines university instructors’ views and pedagogical concerns related to the integration of such tools in academic contexts. Adopting a sequential explanatory mixed-methods design, the study collected quantitative data from 120 students via a structured questionnaire grounded in the Technology Acceptance Model (TAM), followed by qualitative interviews with 20 students and 10 teachers. The results revealed widespread student adoption of AI driven tools, strong perceived usefulness, and positive behavioral intentions to continue usage, although concerns about overreliance and ethical boundaries were also reported. Instructors acknowledged the pedagogical potential of AI tools but expressed concern regarding academic integrity and institutional preparedness. The findings support the development of strategic recommendations for responsibly integrating AI writing assistants into university curricula, emphasizing ethical use, critical engagement, and digital literacy training.

Keywords: AI Writing Assistant, Chatgpt, Co-Pilot, Meta AI, Technology Acceptance Model, Student Perception, Higher Education, Academic Writing