The study investigates the perspectives of community college students from various disciplines on the integration of generative artificial intelligence (AI) into their learning processes. Drawing upon students' experiences, perceptions, and expectations regarding generative AI, the study contributes toward a comprehensive understanding that informs instructional decisions regarding the adoption of generative AI tools in improving educational outcomes. Data were collected using a mixed-methods approach, integrating online surveys and focus group discussions to allow a deeper exploration of generative AI in terms of both its benefits and challenges in education.

The study highlights the advantages of generative AI for personalized learning through tailored learning material and feedback. Several respondents believed that generative AI helps stimulate engagement through interactive and constructive learning experiences. Moreover, tools were leveraged as supportive in channelling critical skills, including problem-solving and creative thinking. These benefits were well realized amongst students in disciplines involving complex analytical tasks and creative outputs. Students appreciated AI for idea generation, automating mundane tasks, and providing instant feedback. Nevertheless, the study also uncovered challenges that need to be addressed to ensure the effective implementation of generative AI in education. Some students expressed concerns about over-reliance on AI tools, which may lead to reduced critical thinking. Other challenges relate to equity and access: some participants believed that differences in technological proficiency and access to devices would restrict opportunities for all learners. Ethical considerations such as AI-generated content authenticity and its potential misuse present additional challenges to the integration of generative AI into education that directly shaped students' perceptions towards its adoption.

Results from the study point toward the development of recommendations toward a balanced approach to integrating generative AI in education. The findings also suggest putting AI literacy within the students' individual curricula to become informed and competent users of AI tools to provide students with necessary skills for assessing the value of, concerning themselves with, and gaining competence in actually using AI tools. Training for faculty would further stress the use of generative AI to enrich rather than replace traditional teaching methods. This research provides valuable insights into the development of generative AI in education and offers evidence-based guidance on developing innovative teaching strategies that would contribute positively toward an enhanced student learning experience. In catering to both the potential opportunity and challenges identified, targeted co-interventions created by teachers and students will help in establishing more engaging, equitable, and effective learning environments in community colleges and beyond. The findings are expected to lay the groundwork for future studies and practical applications of generative AI in education to inform its responsible and impactful integration across academic institutions.

Keywords: Generative AI, Student Engagement, Educational Outcomes.