Artificial intelligence (AI) in Higher Education institutions can potentially transform students’ learning experiences through distance learning programs. The advancements in AI technologies and ongoing policy debates within higher education require a concrete policy regarding its adoption in higher education teaching practice, emphasising the impact of such technologies on students’ learning performance and experiences in a virtual education environment. Integrating AI-driven tools and platforms in an eLearning environment can offer a personalised learning experience and further enhance students’ engagement and involvement by providing tailored resources based on individual progress. This study explores the integration of AI in distance education, focusing on its role in offering opportunities for students' self-regulation and autonomy within an online learning environment. We have collected quantitative data from 128 postgraduate students enrolled in distance learning programs through an online questionnaire regarding their perspectives on the potential use of AI for educational purposes as part of their studies. The quantitative dataset analysis demonstrates students' positive attitude toward exploring the potential and challenges of AI technology. Specifically, students indicated a preference for AI tools and technologies that support personalised feedback, continuous communication and guidance, and enhanced interaction with learning materials. However, concerns regarding ethics, data privacy, and limited human interaction remain key challenges that study participants mentioned. These preliminary findings contribute to the growing discussion on using AI in Higher Education for distance education programs, offering essential insights from the student perspective. Last, the research results would be valuable for educators and learning developers in improving AI integration in online education contexts.

Keywords: Artificial Intelligence, Higher education, Distance education, online learning, students, technology.