Systematic and Haphazard Use of AI Tools among Undergraduates in Nepal

Abstract

Artificial intelligence (AI) tools are increasingly embedded in undergraduate academic practices that arouse concern related to quality and academic ethical use. This study aims to identify the systematic and haphazard use of AI based on three theoretical framework technology acceptance model (TAM), self-regulated theory (SRL), and academic integrity framework. Quantitative data were collected from 81 undergraduate students at Lord Buddha College, Kathmandu. The structured Likert scale questionnaire was distributed and collected, while analyzing data with descriptive statistical techniques to analyze students’ systematic AI usage. Significantly, most students demonstrated systematic AI use aligned with SRL principles, including clear goal setting, strategic tool selection, content verification, and reflective acknowledgement of sources, but there is only high standard deviation (SD) related with systematic use statement. The absence of formal AI literacy training suggests potential vulnerabilities related to academic integrity and over-reliance. The study concludes that there is the wider engagement with AI by undergraduates in systematically and ethically aware manner. Yet, the institutional guidance and structured AI literacy frameworks are essential to sustain responsible use in higher education.