A study of Awareness and Use of Artificial Intelligence in context of Academic Skill Development among undergraduate Students

Publication Details

Publication Date

10/08/2026

Volume / Issue

Vol 1, Issue 3 (2026)

Article No.

012

Journal

British Journal of Contemporary Research

DOI

https://doi.org/10.67693/BJCR-8AN5RUSC

Received

16 Jul 2026

Views

32

Downloads

10

Abstract

The rapid advancement of Artificial Intelligence (AI) has transformed the landscape of higher education by providing students with innovative tools to support learning, research, writing, and problem-solving. Despite the increasing availability of AI-powered applications, there is limited empirical evidence regarding undergraduate students' awareness and use of these technologies in central universities in India. The present study investigates the awareness and use of Artificial Intelligence in the context of academic skill development among undergraduate students of Guru Ghasidas Vishwavidyalaya, Bilaspur. A quantitative descriptive survey design was adopted, and data were collected from 138 undergraduate students representing the Arts, Science, and Commerce streams through a structured questionnaire developed by the researcher. The collected data were analysed using descriptive and inferential statistical techniques, including frequency, percentage, mean, standard deviation, independent samples t-test, one-way ANOVA, and Pearson's correlation. The findings indicate that students possess a high level of awareness of AI tools and use them primarily for academic activities such as writing, reading, research, problem-solving, summarization, and time management. The results further reveal that AI use is positively associated with students perceived academic skill development, particularly in writing, research, critical thinking, and problem-solving. Although students acknowledged the educational benefits of AI, they also expressed concerns regarding inaccurate information, overdependence on AI-generated content, and issues related to academic integrity. The study highlights the need for higher education institutions to promote AI literacy, develop ethical guidelines for AI use, and integrate AI tools into teaching–learning practices through appropriate training and institutional support. The findings contribute to the growing body of literature on AI in higher education and provide practical implications for educators, policymakers, and university administrators seeking to foster responsible and effective use of AI for academic development.

License

This article is published under the Creative Commons Attribution 4.0 International License . Free to read, share, and adapt with attribution.