The emergence of Generative Artificial Intelligence (GenAI) technology and the increasing sophistication of such tools have raised concerns about their impact on teaching, learning and assessment in higher education. To gain an understanding of how students are using GenAI tools for studying and assessments, and to explore their perceptions of its benefits and challenges in higher education, this qualitative study examined the views of MSc Psychology conversion students from two UK universities. Six focus groups (N = 28), comprising postgraduate psychology students and a small number of final-year undergraduate students, were conducted using semi-structured interview questions to explore their experiences with and attitudes toward the use of generative AI in their studies. Students reported using GenAI to summarise content, clarify complex ideas and ease the writing process. While they recognised its value, especially in terms of accessibility and time management, they also expressed concerns about plagiarism, reduced critical thinking, and unclear boundaries of ethical use. Many felt anxious about academic integrity due to inconsistent guidance. Notably, some students viewed the use of GenAI as ethically problematic, particularly in group work. The findings underscore the urgent need for clearer institutional policies and targeted training to promote ethical, effective engagement with GenAI in academic contexts.

Keywords: AI in higher education, GenAI and learning, technology and learning.