Background <p>AI is a rapidly growing technology, but there is limited insight into students’ awareness, perceptions, and challenges in using different AI tools for learning and research. This study examines students’ awareness, perceptions, and challenges in Curriculum Studies and Educational Technology (CSET) and in Library and Information Studies (LIS) at the University of Port Harcourt.</p> Methods <p>The study employed a descriptive survey and correlational design, with a sample size of 130 selected through a simple random sampling procedure. The data collection instrument was a structured questionnaire, and the data were analysed using mean and standard deviation, two-way ANOVA, a Gamma regression model, and the Chi-square (Fisher’s Exact Test).</p> Results <p>Students had a moderate awareness (grand mean = 3.40), with high awareness of chatbots and grammar tools, but low awareness of transcription and research tools. ANOVA revealed that neither gender, department, nor their interaction significantly affected awareness (F(1,126) = 0.272, <i>p</i> = 0.60). Students had a positive perception of AI tools (grand mean = 3.23), confident that they improve research and engagement. Gender and department interaction was not significant for perception (Wald χ² = 0.013, <i>p</i> = 0.91; Wald χ² = 0.798, <i>p</i> = 0.37), but department alone was (Wald χ² = 7.285, <i>p</i> = 0.01), with CSET students reporting higher perception. Challenges included data bias, privacy concerns, paraphrasing difficulty, and ethical issues, with no significant effects by gender, department, or their interaction. Awareness and perception were significantly related (Fisher’s Exact Test, <i>p</i> = 0.029).</p> Conclusion <p>Universities should update curricula to integrate AI, especially AI research tools, into undergraduate courses and provide adequate infrastructure and ethical guidelines to support effective, responsible AI use for learning and research.</p>