Utilizing Artificial Intelligence in audiology and speech-language pathology education: Insights from ASLP students

Background Emerging artificial intelligence-based technologies are increasingly influencing teaching and learning practices in healthcare education, offering new opportunities for student engagement, learning, and skill development. Objective The purpose of this study was to explore utilization of artificial intelligence in audiology and speech-language pathology education based on insights from students. Further, to explore their awareness, use, perceived benefits, barriers, and attitudes toward the integration of artificial intelligence. Method A cross-sectional online survey of 17 questions was distributed to 483 audiology and speech-language pathology students enrolled in undergraduate, postgraduate and doctoral programmes across multiple institutions in India through social media platforms. The questionnaire was developed following a review of previously published studies examining students’ perceptions of the implications of artificial intelligence in education. Descriptive analysis was used to analyse the findings. Results A total of 286 students participated in the study (mean age = 21.73 ± 2.33 years), of whom 82.2% were females. Most participants (96.9%) were aware of artificial intelligence technologies, and 89.9% indicated using artificial intelligence tools for educational purposes. Regarding the future role of artificial intelligence in education, 75.1% disagreed that it could replace human lecturers. Students primarily used it for assignments and exam preparation, while limited institutional acceptance was a major barrier to its implementation. Conclusions Students expressed an optimistic view regarding the application of artificial intelligence in education. Students reported concerns about inaccurate artificial intelligence-generated information, while limited acceptance, inadequate knowledge, and ethical concerns hindered its effective integration into education.