The present study examined the relationship between ai attitudes and educational attitudes among senior college students, with a focus on gender differences. A sample of 60 senior college students (30 males and 30 females) aged 17 to 20 years was selected from colleges in Kolhapur, Maharashtra, using a purposive sampling method. Data were collected using the Artificial Intelligence Attitude Scale developed by Aktay et al. (2024) and the Educational Attitude Scale developed by Dr. C. Bhasin. Statistical analyses included mean, standard deviation, independent samples t-test, and Pearson’s product–moment correlation. Results revealed a significant moderate positive correlation between AI attitude and educational attitude, indicating that students with more favorable attitudes toward AI tend to demonstrate more positive educational attitudes. No significant gender difference was found in AI attitudes among senior college students. However, a significant gender difference emerged in educational attitudes, with female students exhibiting more positive educational attitudes than male students. The findings highlight the importance of fostering positive perceptions of AI to enhance students’ educational attitudes and learning engagement. The study has implications for educators and policymakers in promoting effective and responsible integration of AI technologies in higher education.
Shinde et al. (Mon,) studied this question.
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