Artificial Intelligence (AI) is increasingly reshaping educational systems, occupational structures, and everyday human interactions. Consequently, understanding students’ attitudes toward AI has become an important area of inquiry in educational psychology and technology studies. The present study aimed to examine whether significant differences exist in attitudes toward Artificial Intelligence between Arts and Science undergraduate students studying in a rural higher educational institution in Odisha, India. The study employed a cross-sectional comparative quantitative research design. A total of 90 undergraduate students were selected using random sampling, comprising 45 Arts students and 45 Science students from Subhadra Mahatab Mahavidyalaya, Asureswar, Odisha. Data were collected during January–February 2026 using the Artificial Intelligence Attitude Scale (AIAS-4) developed by Grassini (2023). Independent samples t-test was conducted using SPSS to compare AI attitude scores between the two academic streams. The findings revealed a statistically significant difference in attitudes toward AI between Arts and Science undergraduate students, t(88) = -2.51, p = .014. Science students (M = 6.72, SD = 2.07) demonstrated significantly more positive attitudes toward AI compared to Arts students (M = 5.64, SD = 2.02). The study suggests that disciplinary background significantly influences attitudes toward AI among rural undergraduates. The findings highlight the need for inclusive AI literacy initiatives and technology-oriented educational interventions in rural higher education settings.
Anmol Anmol (Thu,) studied this question.