The Impact of Generative AI on Engineering Education: Insights into Student Experiences and Perceptions

Abstract

The rapid evolution of artificial intelligence (AI), particularly generative AI, is reshaping engineering education. This study, part of a broader investigation into stakeholder perceptions of generative AI in engineering education, examines engineering students’ experiences with generative AI, focusing on their perceptions, usage patterns, benefits, challenges, and career expectations. Using a cross-sectional survey based on the Technology Acceptance Model (TAM) and supplemented with critical questions, we assess students' perceived usefulness, ease of use, intentions, and actual utilization of AI. Preliminary findings reveal a generally positive attitude among students, with many acknowledging that generative AI supports learning, enhances creativity, and aids in academic tasks like writing. Common applications include brainstorming and writing assistance. However, ethical concerns are significant, with over half of respondents 56% viewing AI usage as a form of cheating, while the remaining students are either undecided or do not consider it cheating. In terms of professional development, students perceive AI as a tool that can enhance adaptability, technical skills, and digital literacy, competencies they believe are increasingly valuable in the engineering field. However, they also report challenges with AI integration, citing issues around the reliability and accuracy of AI tools, ethical concerns, and the complexities of incorporating AI seamlessly within the structure of traditional engineering curricula. By tailoring strategies for generative AI integration and addressing students' unique needs and concerns, educational institutions can better align the role of generative AI with students' academic and career goals, preparing them for a workforce increasingly shaped by AI.