<![CDATA[The rapid integration of generative artificial intelligence (GenAI) into educational contexts has created new opportunities for personalized and accessible learning while raising questions about students’ perceptions, trust, and autonomy. This study aims to examine students’ perceptions of GenAI in learning, focusing specifically on perceived usefulness, trust, and learning autonomy. A quantitative survey design was employed involving students who had prior experience using GenAI-based tools for academic learning. Data were collected through a structured questionnaire using a five-point Likert scale and analyzed using descriptive statistics and inferential analysis to identify the relationships among perceived usefulness, trust, and learning autonomy. The findings indicate that students generally perceive GenAI as a useful learning technology, particularly for accessing explanations, generating ideas, clarifying difficult concepts, and supporting independent learning. Students’ trust in GenAI, however, is influenced by concerns regarding information accuracy, reliability, academic integrity, and overdependence on AI-generated responses. The analysis further suggests that perceived usefulness and trust are positively associated with students’ learning autonomy, indicating that students who perceive GenAI as useful and reliable tend to demonstrate greater confidence in managing their own learning processes. These findings highlight the importance of integrating GenAI into education through responsible, critical, and pedagogically guided use. Rather than positioning GenAI as a replacement for teachers, educational institutions should develop students’ AI literacy and critical evaluation skills to ensure that the technology strengthens, rather than diminishes, learner autonomy.]]>
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