The impact of artificial intelligence in religious and sociocultural contexts: Evidence from university students in the UK and Poland

This article examines how university students from the UK and Poland, representing diverse fields of study, perceive the influence of AI on their lives. AI is increasingly present in daily life, yet its perceived impact may vary across social and educational contexts. Drawing on the diffusion of innovations theory, the study explores differences linked to both the place and field of study. The study was conducted on a total sample of N = 2,098 students (United Kingdom: n = 1,010; Poland: n = 1,088). Data were collected using the CAWI method: in the UK via the Savanta research panel, and in Poland via respondent-driven sampling (RDS). Data were analysed using ANOVA to test associations between these factors and students’ perceptions of AI’s influence across various life domains. Results reveal significant cross-national and disciplinary differences. In the UK, STEM students reported the greatest perceived impact of AI, while in Poland, students in health and medical sciences (HMS) rated its influence highest. These findings highlight that community and educational environments substantially shape students’ views on AI, underscoring the importance of contextual factors in understanding the adoption and integration of emerging technologies.