Perceptions of Artificial Intelligence (AI) among College Students: A Case Study of Arusha Technical College

Artificial intelligence (AI) is increasingly influencing teaching, learning, and assessment practices in higher education.Understanding students' perceptions of AI is essential for its responsible and effective integration, particularly within technical and vocational education contexts that remain underrepresented in empirical research.This study examines students' perceptions of artificial intelligence at Arusha Technical College, Tanzania, focusing on awareness, emotional responses, societal views, and perceived roles of AI in education.A quantitative cross-sectional survey design was employed using a structured questionnaire administered to students enrolled in computing-related programmes, including Cyber Security, Computer Network Design and Administration, and Computer Architecture.Descriptive statistical techniques and visual analyses were applied to examine patterns in AI knowledge, information sources, attitudes, emotional responses, and perceived educational usefulness.The findings indicate that students possess moderate selfassessed knowledge of AI, with the internet serving as the primary source of information.Curiosity emerged as the dominant emotional response toward AI, while fear and indifference were reported less frequently.Overall, students perceived AI as beneficial for addressing societal challenges and supporting educational processes, particularly through personalized learning, feedback, and instructional support.Nevertheless, concerns were expressed regarding the potential reduction of student teacher interaction.Higher AI knowledge was generally associated with more positive perceptions of AI's educational usefulness.The study provides context-specific evidence from a technical college setting and underscores the importance of structured AI education and human centered implementation strategies in technical higher education.