PERCEPTIONS OF ARTIFICIAL INTELLIGENCE AMONG POSTGRADUATE STUDENTS IN EDUCATION
DOI:
https://doi.org/10.56238/Keywords:
AI in Education, AI in Research, Digital Literacy in AI, Generative AI, Postgraduate StudiesAbstract
The rapid diffusion of Artificial Intelligence (AI) has been influencing academic practices, requiring an understanding of how researchers in training perceive this transformation. The objective of this study was to identify the initial perceptions of postgraduate students in Education regarding the use of AI in Scientific Research. This is an exploratory study using a mixed-methods approach, with a survey as the methodological strategy and a mixed-structure questionnaire as the instrument. Primary data were collected from a sample of 148 students (60 master’s students and 88 doctoral students) with a mean age of 38.1 years and a concentration of bachelor’s degrees (82.4%). The results show that the first contact with AI was between 2022-2023 (62.5%), with a high adoption rate (94.6%), the most cited resources being: ChatGPT (34.11%), Gemini (10.47%), DeepSeek (6.20%), and Copilot (5.43%). 9.4% fear the use of AI for stealing ideas, while 91.2% believe in systemic impacts, especially in education, in a positive way (58.1%). AI is mostly seen as a virtual assistant (50.0%) and artificial neural network (29.8%). 22.3% believe that using AI constitutes plagiarism, while 52.7% intend to use it in their research. It was concluded that contact with this technology exists and is growing, despite being new, and is marked by experimentation with generative and assistance resources. The associated imagery tends toward functionality, signaling a pragmatic view of AI technologies, with uncertainties about ethical issues. The need for training in digital literacy for the critical, ethical, and responsible use of AI was also identified.
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