EXPLORING STUDENT’S UNDERSTANDING OF ARTIFICIAL INTELLIGENCE IN SCIENCE AND TECHNOLOGY COURSES

Abstract

Artificial Intelligence (AI) is increasingly shaping various domains of science, technology, and society, making AI literacy a critical component of modern education. This study investigates the level of understanding, perceptions, and educational needs of university students regarding AI within science and technology courses. Using a qualitative research design, data were collected through semi-structured interviews with 18 undergraduate students from diverse STEM backgrounds. Thematic analysis revealed four major themes: (1) fragmented and media- influenced conceptual understanding of AI, (2) frequent but passive interaction with AI technologies, (3) ethical concerns and awareness about AI’s societal impact, and (4) the urgent demand for contextualized and interdisciplinary AI education. Findings highlight a gap between students' daily use of AI-driven tools and their ability to critically understand or engage with such technologies. Students also expressed a strong desire for AI learning that is accessible, discipline- relevant, and ethically informed. The study concludes with recommendations for curriculum development that promotes inclusive, cross-disciplinary, and ethics-integrated AI education. These insights are essential for equipping future professionals with the critical and responsible AI literacy needed in an increasingly automated world.