Artificial Intelligence and Higher Education: A Sociological Analysis of Students

Abstract

Artificial Intelligence (AI) has emerged as one of the most transformative forces of the twenty-first century, reshaping how knowledge is produced, accessed, and consumed across all sectors of society — including higher education. This study examines students' perceptions, opportunities, and challenges associated with AI use at Assam University, Silchar, adopting a sociological lens grounded in technological determinism and the sociology of education. Using a structured questionnaire administered to approximately 130 undergraduate and postgraduate students across multiple departments, the research reveals that nearly all respondents were aware of AI, with ChatGPT and Gemini emerging as the most frequently used tools. Students primarily employ AI for assignment writing, examination preparation, and content creation, averaging roughly two hours of daily usage. While participants generally held positive attitudes — citing improved access to information, enhanced learning efficiency, and personalized academic support — significant concerns were also raised regarding academic dependency, plagiarism, the reliability of AI-generated content, and a perceived erosion of critical thinking. Drawing on Durkheim's theory of socialization, Bourdieu's concept of cultural capital, Giddens's analysis of modernity, and Merton's framework of manifest and latent functions, the study situates AI adoption within broader patterns of social inequality and institutional transformation. Findings call for university-level AI literacy programmes, transparent ethical guidelines, and pedagogical strategies that harness the benefits of AI without undermining the intellectual development of students.

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