Artificial Intelligence (AI) is an influential instrument that is utilized in a wide range of areas today, including science, technology, health, humanities, arts, and also education. Various studies have demonstrated that generative AI may have a positive impact on education when properly implemented; however, AI also raises some ethical issues and limitations which are a matter of concern in all education levels, including higher education.

The main objective of the present study was to evaluate the use of AI in different Higher Education degrees. This research aimed to address several aspects of the use of AI at the university level such as primary uses, frequency of usage, applications, impact on students’ abilities and performance, students’ dependence on AI, among others.

In a previous contribution general results and conclusions were presented. In the present study, the purpose was focused on gathering and analyzing meaningful data which allowed to get a more detailed picture of the students’ use of AI in Higher Education, differentiating among students’ profiles. The authors aimed to assess whether the academic background of the students is a variable that may influence the usage of AI and moreover, how it may influence their performance and transversal competence development: synthesis ability, mathematical reasoning, perseverance, critical thinking, or written communication skills.

Therefore, a questionnaire was designed and launched to the participants, which were students from a series of degrees such as Physics, Data Science, Engineering, Business Administration, and Marketing. The surveys were answered by nearly 100 students. Results were evaluated and the influence of the different variables was statistically analyzed.

The results evidenced the generalized use of generative AI in Higher Education students for most of their academic activities. Students highlighted the use of AI to improve several academic skills, but most than half of the sample agreed on the negative impact of AI on key abilities such as written communication skills, synthesis ability or critical thinking. One concern which was raised during this work was the fact that some students were not self-confident about completing their duties without the aid of AI.

In conclusion, although AI is a valuable educational tool and offers a number of possibilities, it needs to be properly oriented to serve education and help develop students’ competences instead of having a negative impact on the learning process.

Keywords: Artificial Intelligence, Higher Education, student performance, competence development, ChatGPT, Copilot.