Since the launch of ChatGPT in November 2022, the rapid expansion of generative artificial intelligence (genAI) tools has been reshaping higher education, particularly in how students interact with assessment processes. This study examines the perspectives and practices of students in Romania and Moldova regarding these tools, exploring their role in academic evaluation while identifying key similarities, differences, and emerging challenges.

A structured survey was administered to university students in both Romania and Moldova, examining their familiarity with generative AI, the degree to which they engage with AI-driven tools, and the ethical implications of their use in academic assessment. The questionnaire explored students’ experiences with AI for self-assessment, feedback generation, and assignment evaluation, alongside their perspectives on institutional policies governing AI integration in higher education.

Student engagement with generative AI in academic assessment presents a contrasting landscape between Romania and Moldova. While Romanian students increasingly incorporate AI tools into their academic workflow—whether for self-assessment, refining assignments, or generating feedback—their Moldovan counterparts exhibit a more reserved approach. In some cases, AI tools are simply not widely integrated into educational practices, while in others, students may use them informally but hesitate to disclose their reliance on such technologies. This divergence may stem from institutional readiness, access to AI-driven educational resources, or uncertainty about the acceptability of AI-assisted work. As a result, while Romanian students navigate the evolving role of AI in assessment with growing confidence, in Moldova, its presence remains more ambiguous—either underutilized or underreported—highlighting the need for clearer institutional policies and a broader dialogue on ethical AI integration in both contexts.

Keywords: Generative AI in higher education, digital assessment, student engagement with AI, institutional policies on AI.