This article presents students’ perceptions and experiences of using Generative Artificial Intelligence (GAI) in higher education, based on a qualitative case study at a Swedish university. Data were collected through group interviews with 17 students from diverse fields, including technology, library and information science, health care, textiles, and design. The results show that while most students find GAI easy to use and beneficial for tasks such as translation, summarization, and idea generation, there are substantial concerns regarding academic integrity, quality control of information, privacy, and the potential loss of human interaction in learning. Views differed by study field: technology students focused on efficiency gains, library and information science students stressed source criticism, healthcare students called for ethical guidelines, and textile/design students expressed limited current relevance but anticipated future impact. These findings will inform the development of targeted pedagogical strategies, ethical and legal guidelines, and policy recommendations for universities. The study concludes that technical training in GAI is less critical than fostering peer learning, open access to teaching resources, and robust assessment methods that maintain academic standards in a GAI-rich environment. The authors assert that the integration of GAI in higher education should be guided not only by efficiency and innovation, but by a commitment to uphold academic integrity, foster ethical and critical use of technology, and ensure that all students are equipped to thrive in a future where human judgement and digital tools must work hand in hand.

Keywords: Artificial Intelligence, AI, ChatGPT, ICT, Higher Education, Educational Software.