Patterns of AI usage in business schools: evidence from private universities in an emerging country

Artificial intelligence (AI) is increasingly embedded in higher education, yet limited research examines how undergraduate students employ AI technologies. This study presents a descriptive comparison analysis of AI usage, expressed willingness to pay for AI tools and perceptions of AI-related benefits and drawbacks among undergraduate business students in private universities in Cairo, Egypt. Quantitative, cross-sectional design was employed. Data were collected from 521 students through a structured questionnaire during Spring and Fall semesters 2024 and analyzed using non-parametric tests, chi-square tests with size effect, ordinal, and binary logistic regression models to explore differences by gender, academic major and year of study. Results show that the degree of AI use varies across demographic and academic groups. Gender differences were found in AI usage, and differences in perception of AI benefits and drawbacks were correlated with their academic major. Years of study emerged as a consistent factor, with senior students showing higher AI engagement and greater expressedwillingness to pay . Overall, AI involvement in our sample remains uneven among student groups. By documenting these patterns, our study provides evidence that may support business schools in developing targeted AI strategies, student assistance programs and ethical guidelines relevant to similar educational environments.