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The integration of artificial intelligence (AI) in higher education (HE) presents both opportunities and challenges to teaching and learning efforts. This pilot study investigates the experiences of HE learners toward generative AI (genAI) at a Canadian polytechnic, focusing on early childhood education (n = 66) and nursing (n = 112) students. Employing a survey methodology, the study utilized an adapted version of the San Diego State University Student AI Survey (Goldberg et al., 2024a). Results revealed limited AI engagement, with low confidence in using genAI and a lack of awareness related to AI developments. Significant differences emerged across several of the survey subscales, with effect sizes ranging from small to large. Overall, findings highlight substantial gaps in AI literacy and understanding of its ethical use, underscoring the need for targeted education, curriculum integration, and institutional guidelines to support learners in informed and responsible AI use.
Miron et al. (Tue,) studied this question.