In the Philippines, AI is relatively a new concept and has limited restrictions, regulations,

and guidelines on how to appropriately and ethically use it in the academic context. Estrellado

& Miranda (2023) explained that AI in education in the Philippines can provide great potential

and offerings to enhance the learning experience but there remains a gap in the existing

information about the reflection of AI usage in the education sector.

https://www.researchgate.net/publication/378784825_The_Relationship_Between_Artificial_Inte

lligence_AI_Usage_and_Academic_Performance_of_Business_Administration_Students

According to Song, Y., & Wang, S. (2024), in their survey and study about the use of

Artificial Intelligence, the senior students in the sample population gave significantly higher

conformity ratings for 'using text-based AI,' 'use AI to research relevant materials, knowledge,

and background,' 'use of AI to provide ideas,' 'the desired result can be obtained through

continuous Q&A and debugging,' and 'usually adapt and think about the results before adopting

them' than freshmen, sophomores, and juniors did. However, the senior students in the sample

population gave significantly lower conformity ratings for 'the use of plug-in class AI in design

tool software,' 'used AI to optimize design solutions and enhance details,' 'used AI to do the

presentation and expression of design solutions,' 'used AI to validate and reflect on the designed

solution,' 'the desired result can be obtained through simple Q&A and debugging,' and 'usually,

these are not adopted' than freshmen, sophomores, and juniors did. In addition, junior students in

the sample gave significantly higher ratings of 'questioning and reflecting on the results provided

by AI programs' than freshmen and sophomores in terms of conformity." (Song, Y., & Wang, S.,

2024). Moreover, what is noteworthy at the grade level is that design seniors are more inclined

than freshmen, sophomores, and juniors to obtain results through constant Q&A and debugging,

and to adapt and reflect on the results before adopting them; and juniors are more inclined to
question and reflect on the results provided by AI than freshmen and sophomores; such results

can be a side note to a more in-depth use of AI as expertise accumulates. (Song, Y.; Wang, S.

2024).

A Survey and Research on the Use of Artificial Intelligence by Chinese Design-College Students.

Buildings 2024, 14, 2957. https://doi.org/10.3390/buildings14092957

Fošner, Ajda (2024), suggest that students’ engagement with AI technology varies

through different academic stages, as first-year students might use AI tools less frequently and

primarily for basic research and learning purposes, while higher-level students are likely to use

more sophisticated AI tools tailored for data analysis, problem-solving, etc. This could be a

consequence of the increasing complexity of academic work and greater familiarity with AI tools

among senior students, and these findings underscore the necessity for academic institutions to

tailor their technology infrastructure and educational strategies to the needs of different levels of

study and different disciplines. Tailoring technology use not only enhances educational outcomes

but also supports sustainability by ensuring that resources are used efficiently and that all

students are equipped to meet future challenges sustainably.

University Students’ Attitudes and Perceptions towards AI Tools: Implications for Sustainable

Educational Practices. Sustainability, 16(19), 8668. https://doi.org/10.3390/su16198668

In a study conducted by Abhira Charmit Dela Rosa, Arianne Kaye C. et al. (2023), on

examining the utilization of AI from different year levels of Far Eastern University college

students, it revealed that the utilization of Artificial Intelligence (AI) for academic workloads

varies among participants covering different college students, as first-year students rely on AI

due to peer pressure, while second-year students use it to improve their academic standing, and
third-year students depend on AI because of time constraints, whereas fourth-year students use

AI to minimize the possibility of human errors. The study conveys no significant differences in

the probability of using AI for academic purposes, and it does not prevent the students from

using AI regardless of their year level.

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4826963

A study of Lipsellote de Jesus Infante Riverra et. al. (2024), with most respondents are in

their third year (47.01%), followed closely by second-year students (39.91%), with first-year

students comprising 13.08% of the sample, allows for insights from students with more exposure

to various academic tasks and potentially more experience with AI tools. The predominance of

upper-level students suggests that the perspectives gathered may be more informed by extended

experience in higher education and possibly greater exposure to AI tools in academic contexts.

Also, a significant portion of students (39.03%) reported using AI tools very often (multiple

times a week), with another 34.81% using them sometimes (once a month). This frequent usage

indicates a high integration of AI tools into academic routines, supporting Zekaj's (2023)

assertion that AI tools are becoming educational allies. However, it also raises questions about

potential over-reliance on AI, a concern echoed by Lubowitz (2023).

First-year students primarily use AI tools to translate unknown words and assist with

basic comprehension of foreign language materials. In contrast, final-year students demonstrate a

more diverse usage pattern, employing AI for tasks such as translating academic texts,

understanding journal articles, and preparing for foreign language proficiency tests. Furthermore,

the academic needs of the two groups differ significantly, with first-year students focusing on

writing and grammar tasks, while final-year students rely more heavily for research and

advanced academic activities (Pratiwi, B. I., & Rakhmasari, D. L., 2025).

the literature.

Revista Ibero-Americana de Estudos em Educação. 19. e18712. 10.21723/riaee.v19i00.1871202.

According to the statistical data obtained by Vieriu, A. M., & Petrea, G. (2025), with the

sample consisted of 85 second-year students, purposefully selected from the Aerospace and

Medical Engineering programs, which emphasize AI integration, 95.6% of respondents use

artificial intelligence technologies in academic activities. This high percentage suggests the

widespread adoption of AI tools among students, reflecting the increasing integration of

advanced technologies into the educational landscape. Furthermore, they set out to investigate

the frequency of artificial intelligence tool usage in academic activities. The results show

significant variation among students, with data indicating the widespread adoption of these

technologies. Furthermore, most students (57.6%) use them weekly, suggesting that these tools

have become an integral part of the educational process, assisting with homework, projects, and

knowledge enhancement. A considerable percentage, 18.8%, use AI daily, indicating a higher

reliance on these technologies, possibly because they consider them essential for learning—

whether through virtual assistants, educational platforms, or other AI-based tools. On the other

hand, 11.8% of students use AI monthly, which may suggest occasional use depending on

academic needs, while a similar percentage (11.8%) uses them rarely, indicating limited adoption

or a preference for traditional learning methods.

The Impact of Artificial Intelligence (AI) on Students’ Academic Development. Education

Sciences, 15(3), 343. https://doi.org/10.3390/educsci15030343

154 women (85.6%, Mage = 22.10), most were in the second year (80; 44.4%), followed by in

the third (54; 30.0%) and fourth year (46; 25.6%), with the group included 50 students (27.8%)

with AI-related education, shows that analysis of the measured variables according to

demographic characteristics has a significant difference. According to grade, second-year

students had a significantly higher perception of AI than third- and fourth-year students. Second-

year students had a significantly higher acceptance attitude toward AI than third-year students.

The students with AI education experience had a significantly higher perception of AI and

acceptance attitude toward AI and significantly lower anxiety than those without an AI

education. The t-tests and one-way analysis of variance analysis were conducted to measure the

difference in AI use intention according to demographic variables such as gender, grade, and AI

education experience of the study subjects. However, the difference was not significant, so the

study did not consider differences between groups in AI use intention.

Dual mediating effects of anxiety to use and acceptance attitude of artificial intelligence

technology on the relationship between nursing students’ perception of and intention to use them:

a descriptive study. BMC Nurs 23, 212 (2024).

https://doi.org/10.1186/s12912-024-01887-z

According to the study of Hoang (2020), seniors perceived their AI competence higher

than juniors and sophomores did, they all perceived their competence in the eight AI techniques

on the CAI subscale as low in general. Most (55.8% to 67.5%) reported that they only had

theoretical knowledge of these AI techniques. In contrast, 8.3% to 12.7% indicated that the could

perform the techniques without supervision.

https://ieeexplore.ieee.org/abstract/document/9435409/
 According to the study of Poikayil (2024), where the amount of sophomore and senior

participants were equal, with the freshmen made up the largest percentage of participants,

indicates that while three-fourths of the participants have used AI in order to complete some

form of writing. It indicates that all the sophomores and seniors who were participants reported

that they used AI while eighty percent of the junior participants reported using AI. As for the

freshmen, about sixty-four percent of them used AI. The students who did not use AI happened

to be the remaining freshmen and juniors. The freshmen participants accounted for eighty

percent of the participants who did not use AI during any form of writing.

https://fycjournal.ucdavis.edu/sites/g/files/dgvnsk16091/files/media/documents/The

%20Effectiveness%20of%20Combining%20Artificial%20Intelligence%20and%20Writing.pdf

According to the study of Zhou, X., Zhang, J., Chan, C. (2024), in terms of AI usage, the

participants the year level with the highest AI usage is the second year, with 36% of participants

reporting medium AI usage. This is followed by first-year students at 29%, postgraduate students

at 21%, and third-year students at 18%. The second-year students demonstrate the highest

engagement with AI tools, reflecting a significant interest in integrating technology into their

academic work. This distribution highlights a broad spectrum of experiences and perspectives

regarding AI among students at different academic levels. The findings show that students have

been adopting AI tools in their learning in various ways in entrepreneurship education, providing

a more nuanced picture of students' usage of these tools. It supports the view that it is necessary

to embrace technology in a managed way (Bell & Bell, 2023). Second, the findings show that

while students have discovered many benefits of AI, such as improving linguistic capabilities,

enhancing productivity, and aiding personalized learning (Short & Short, 2023), their adoption of

AI tools in subject-specific areas such as entrepreneurship education is still limited. It echoes the
recent research that AI can potentially promote critical thinking skills, although a high level of

cognitive skill development requires appropriate AI affordances (Essien et al., 2024). It supports

the view that there is a need to integrate digital technology, such as AI tools, in entrepreneurship

education to prepare students for future entrepreneurial endeavors (Wahl & Munch, 2022).

Unveiling students’ experiences and perceptions of Artificial Intelligence usage in higher

education.

Journal of University Teaching and Learning Practice, 21(6).

https://open-publishing.org/journals/index.php/jutlp/article/view/805

In the study of John Mark R. Asio (2024), regarding AI literacy among college students

revealed significant differences when grouped by year level. Specifically, the variable "use and

apply AI" demonstrated notable variance across different year levels, indicating that students'

ability to effectively utilize AI tools is influenced by their academic progression. While the

overall AI literacy scores were moderately high, the analysis highlighted that first-year students

may have different levels of familiarity and application of AI compared to their more advanced

peers. This aligns with previous research suggesting that familiarity with AI can depend on

factors such as academic year and field of study. However, for the other latent variables of AI

literacy—namely "know and understand AI" and "AI ethics"—the differences were less

pronounced, with only gender yielding significant results in the latter. These findings underscore

the importance of considering year level as a factor in understanding students' engagement with

AI, suggesting that as students advance in their studies, their exposure to and application of AI

tools may increase, potentially enhancing their overall academic experience.

Preliminary Analysis. Social Sciences, Humanities and Education Journal (SHE Journal), 5(2),

309 – 321. http://e-journal.unipma.ac.id/index.php/SHE