<![CDATA[The rapidly advancing integration of AI in higher education has transformed the methods by which students access information, complete academic responsibilities, and expand their knowledge. The present inquiry investigates the cognitive evaluation and perceptions of artificial intelligence and its efficacy for research and learning that differ between STEM and non-STEM university students. A quantitative comparative survey design was employed involving 315 students from STEM and non-STEM disciplines across Indonesian universities. The study investigates five dimensions of AI utilization, including perceived usefulness, perceived ease of use, ethical concerns, learning impact, and future readiness. The results of this study indicate that STEM students demonstrate significantly higher levels of perceived usefulness and technological self-efficacy in using AI tools compared with non-STEM students. Students from both disciplinary groups expressed concerns regarding academic integrity, dependency on AI, and responsible AI usage. These findings highlight that disciplinary backgrounds influence students’ engagement with AI technologies, particularly in relation to technological self-efficacy and perceived usefulness in academic benefits. The study offers practical implications for universities on how to develop AI integration policies, curriculum strategies, and ethical guidelines that encourage responsible and effective AI utilization among students.]]>
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