Generative AI for Academic Purposes: Comparing Chinese and Malaysian University Students’ Knowledge, Willingness, and Concerns

This study explores Chinese and Malaysian university students’ perceptions of generative AI (GenAI) tools for academics, with a focus on their knowledge, willingness to use, and concerns. A quantitative, cross-sectional survey design was employed, and data were collected from 400 students through a structured online questionnaire. Both groups demonstrated high awareness of GenAI, with cultural differences shaping their perceptions. Knowledge is positively correlated with usage, whereas willingness is primarily influenced by concerns. Chinese students emphasized ethical considerations, particularly academic integrity, whereas Malaysian students prioritized the reliability of AI-generated content. Common concerns included the impact of GenAI on critical thinking, human interaction, and responsible academic use. The selection of China and Malaysia provides insights into two distinct and evolving educational contexts. To promote responsible GenAI use, institutions should address both its advantages and ethical implications while adapting policies to diverse cultural contexts. The implications and directions for future research are discussed.