Key points are not available for this paper at this time.
This study investigates Palestinian undergraduate arts and design students’ attitudes towards generative artificial intelligence (GenAI) and examines the factors influencing their willingness to adopt these technologies in learning contexts. Data were collected from undergraduate students using an online survey and analysed through descriptive and inferential statistics, including chi-squared tests and regression analyses. The findings indicate that while students generally view the use of GenAI for academic tasks positively, its adoption is hindered by ethical, infrastructural, and cultural concerns. Notably, the results show a strong direct relationship between GenAI usage and perceived benefits (β = 0.66) and a moderate link between usage and challenges (β = 0.33). Although challenges weakly but significantly predict benefits (β = 0.12), a mediation analysis suggests that overcoming these challenges can facilitate additional gains (β = 0.04). Moderation effects reveal that more advanced students perceive challenges as less beneficial (β =–0.12) but experience an enhanced effect of usage on perceived benefits (β = 0.21). These outcomes underscore contradictions between students’ enthusiasm for GenAI and their actual adoption of such tools, highlighting the need for robust policy guidelines, educator training, and supportive infrastructure. Addressing ethical concerns, promoting AI literacy, and ensuring equitable technology access emerge as pivotal strategies for maximising GenAI’s transformative potential. Future research should investigate the long-term influence of GenAI on learning outcomes and further refine frameworks for its responsible and effective implementation in higher education.
Farran et al. (Sun,) studied this question.