Educational Use of Generative AI and Risk Perception Among University Students: A Comparative Study of 2025 and 2026

Abstract Book of the 11th International Conference on Research in Education

Year: 2026

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Educational Use of Generative AI and Risk Perception Among University Students: A Comparative Study of 2025 and 2026

Kamila Słupińska

ABSTRACT:

The rapid development of generative artificial intelligence (AI) is transforming educational practices among university students, including the ways they learn, acquire information, and complete academic tasks. Previous studies have primarily focused on the adoption and frequency of this technology, while relatively little attention has been paid to perceptions of the risks associated with its educational application. The aim of the study was to conduct a comparative analysis of the frequency of generative AI use and perceptions of selected AI-related risks among university students based on surveys conducted in 2025 and 2026. The study was based on comparative survey research carried out among university students in both years. The analysis focused on the frequency of AI use in learning activities and students’ perceptions of two selected AI-related risks: misinformation and the increasing mechanisation of human decision-making. The findings indicate that the level of generative AI use in education remained high in both 2025 and 2026, with no clear upward trend observed. More pronounced differences were identified in the perception of risks, particularly concerns related to misinformation and, to a lesser extent, the mechanisation of decision-making processes. The results indicate that as generative AI becomes increasingly embedded in education, greater attention should be devoted to developing competencies related to the critical evaluation of information and the responsible use of technology.

Keywords: Decision-Making; Digital Literacy; Misinformation; Higher Education, Technology Adoption