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All Journal EDUCATIO : Journal of Education IJIE (Indonesian Journal of Informatics Education)
Vusumzi Funda
University of Fort Hare
Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Social Sciences

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Artificial Intelligence: Experiences of Students on AI tools Usage for Educational Development Vusumzi Funda; Oluwatosin Bamigboye; Foluke Bamigboye
EDUCATIO : Journal of Education Vol 10 No 1 (2025): May 2025
Publisher : STAI Miftahul Ula Nganjuk

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Abstract

The integration of artificial intelligence (AI) tools in the educational sector has significantly transformed the learning experiences of students. The experiences of students using AI tools for educational development are increasingly significant as these technologies reshape learning environments. However, there were challenges identified in potential over-reliance on technology, and the ethical implications of using AI tools are significant issues that educators must address. The aim of this study is to examine the experiences of students in the use of AI tools for educational development. This research leverage on qualitative methods as the adopted methodology using design science research which involves interviews of final year students for data collection at a rural university in Eastern cape. The students are comprising of final year students in selected rural university for data collection through focus group discussions. Therefore, the data collected is analyzed using thematic NVivo Software to analyze the findings of the results. The results finding consist of accessibility and inclusivity, personalized learning, and students’ engagement. Furthermore, leveraging on the experiences of students with AI tools in education highlight a transformative shift towards personalized and engaging learning environments. In conclusion, AI continues to evolve within educational settings, its successful integration will depend on balancing technological advancements with ethical considerations and traditional teaching values.
Exploring AI Literacy Levels Among University Students Through the Lens of Self-Efficacy: A Case Study From a Historically Disadvantaged University Vusumzi Funda
IJIE (Indonesian Journal of Informatics Education) Vol 9, No 2 (2025): (IJIE) Indonesian Journal of Informatics Education - December
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijie.v9i2.108138

Abstract

Artificial intelligence (AI) is increasingly embedded in higher education, yet the role of psychological factors such as self-efficacy in shaping students’ readiness to use AI remains underexplored. This study examines how self-efficacy influences AI literacy levels, defined as students’ ability to understand, apply, and critically evaluate AI tools, among university students at a historically disadvantaged South African institution. Guided by Bandura’s self-efficacy theory, a quantitative survey was conducted with 153 students using a structured questionnaire measuring mastery experiences, vicarious experiences, social persuasion, and emotional states. Results show that more than 70% of students expressed confidence in understanding AI concepts, while 78% reported being able to learn new AI tools with ease. Patterns in the descriptive statistics further suggest that students who reported prior experience with AI, encouragement from peers and lecturers, and low levels of anxiety tended to express higher confidence in using AI. These findings indicate that self-efficacy is a critical enabler of AI literacy, with psychological readiness complementing technical competence. The unique contribution of this study lies in its focus on students from a resource-constrained, historically disadvantaged university and its integration of Bandura’s four self-efficacy dimensions into the study of AI literacy. The results suggest that interventions such as peer mentoring programs, hands-on AI workshops, and structured feedback sessions can enhance both confidence and competence, thereby supporting equitable AI adoption in higher education..
Co-Authors Foluke Bamigboye Oluwatosin Bamigboye