The emergence of artificial intelligence (AI) is bound to revolutionize many human activities, especially in knowledge-related contexts such as education. Thus, the integration of AI into higher education has become an increasingly relevant topic, transforming how students interact with academic content and complete their coursework. AI-powered tools, ranging from language models and automated research assistants to data analysis software and problem-solving applications, are reshaping traditional learning and study methods. While these technologies offer new opportunities for efficiency, creativity, and accessibility, they also raise concerns regarding academic integrity, cognitive development, and the role of human expertise in knowledge acquisition. Universities and educators, often lagging behind the rapid adoption of fast-changing technologies by students, face the challenge of adapting pedagogical strategies to a landscape in which AI is no longer an optional resource but an integral component of academic work.

The first step is to have an accurate description of the state of knowledge and use of AI among students, as this remains an emerging area of study due to the novelty of such tools. Therefore, this study explores the use of AI by undergraduate and master’s students in Science at the University of Extremadura. For this aim, a structured survey is conducted among students from different scientific disciplines. The survey examines their familiarity with AI tools, their primary areas of application (e.g., writing, coding, research, problem-solving), perceived advantages, and ethical concerns. Additionally, it analyzes differences in AI adoption based on age, gender, academic level, and field of expertise.

Hence, this study contributes to the ongoing discussion on AI’s role in education, emphasizing the need for universities to establish clear guidelines and foster critical thinking skills in an AI-enhanced academic environment.

Keywords: AI, university students.