Artificial Intelligence in Economic Education: Adoption, Uses and Student Perceptions in Higher Education

Purpose: The aim of this article is to identify ways in which economics students use artificial intelligence tools and to assess their perception of AI as a tool supporting the learning process and academic teaching.Design/Methodology/Approach: A quantitative CAWI survey was conducted in June 2024 among economics students at the John Paul II University in Biala Podlaska.A population of N=100 was invited to participate; n=50 responses were obtained (RR=50%), which justifies the pilot nature of the study.The questionnaire included a personal data section, a module on the use of AI, and a module on the perception of AI (Likert scales).The analysis was performed in Statistica 13, using descriptive statistics, Pearson's correlation and t-tests (including Welch's variant) at α=0.05.Findings: All respondents (100%) declared that they used AI tools; 44% used them daily, and 94% at least several times a month.The most popular tool was ChatGPT (94%), followed by Grammarly (66%) and DeepL (56%).AI was mainly used for writing term papers (88%), explaining issues from the curriculum (84%) and preparing presentations (78%).Most students did not report any difficulties in using AI (90%).A strong positive correlation was confirmed between the frequency of AI use and its effectiveness in learning (r=0.90;p