The Use of AI by Portuguese Higher Education Students

Carlos Pinto Bessa (), Maria João Mimoso () and Isabel Machado ()
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Carlos Pinto Bessa: ISPGAYA - Gaya Polytechnic Institute
Maria João Mimoso: Universidade Portucalense UPT
Isabel Machado: Instituto Português de Administração de Marketing - IPAM Porto; CIPES – Centre for Research in Higher Education Policies

A chapter in Business Sustainability: Innovation in Entrepreneurship & Internationalisation, 2026, pp 97-118 from Springer

Abstract: Abstract Artificial intelligence (AI) is not just a trend but a significant force that is reshaping all sectors, including higher education. Its user-friendly nature, efficient workflow, and adaptability revolutionize how we learn and teach. Introducing new AI tools can potentially enhance student outcomes, thereby significantly transforming the educational landscape. This study aimed to explore how Portuguese higher education students use AI during their academic journey. The findings revealed that around two-thirds of students use AI tools to perform various academic tasks regardless of their course, scientific area, or year of attendance. These tasks include but are not limited to clarifying doubts, obtaining information, deepening knowledge, improving performance, and producing higher-quality work. Students are not limited to a single AI tool but are exploring various options such as ChatGPT, Grammarly, Copy.ai, Midjourney, and Dall-E for their academic tasks. This diversity in AI tool usage is a testament to the adaptability and versatility of AI in the educational context, providing reassurance about its potential to meet diverse educational needs. With this observation, it is expected to contribute with new elements to the discussion on the new challenges of using AI in Portuguese Higher Education. These new elements include insights into the types of AI tools students use, the tasks they use them for, and the potential benefits and challenges of AI in education.

Keywords: Artificial intelligence; Higher education; Learning; Information technologies (search for similar items in EconPapers)
Date: 2026
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DOI: 10.1007/978-3-031-99147-9_7

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