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<p>From 2026 onwards, employers will face graduates who have accessed and used AI throughout their degree programs. In this paper, we investigate how Thai university students perceive and utilize AI, alongside the resulting implications for educators and employers. Using survey data from <i>N</i> = 657 students across several Thai universities, the researchers examined students’ AI use, perceived impacts, perceived risks, and suggestions for teachers and employers. The results indicate relative homogeneity in how students across levels and faculties perceive and use AI. Law students appear to be more traditionally oriented, yet still report using AI tools in education. Students demonstrate awareness of the risks associated with AI use, including the potential loss of cognitive skills typically developed through traditional education. Students acknowledge that the ease of completing assignments with AI may reduce the depth of learning achieved at university. Both students and educators report a need for clearer guidance and instruction regarding appropriate AI use. Employers’ onboarding processes may require modification to clarify expectations traditionally associated with graduate competencies. Employers may, however, encounter a more uniform pool of candidates, as students’ approaches and skill profiles become increasingly similar across disciplines.</p>

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Indications for onboarding future graduates based on Thai university students’ utilization and perceptions of AI

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年4月29日

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  • S. Louw Mulder,
  • Mariano Carrera

摘要

From 2026 onwards, employers will face graduates who have accessed and used AI throughout their degree programs. In this paper, we investigate how Thai university students perceive and utilize AI, alongside the resulting implications for educators and employers. Using survey data from N = 657 students across several Thai universities, the researchers examined students’ AI use, perceived impacts, perceived risks, and suggestions for teachers and employers. The results indicate relative homogeneity in how students across levels and faculties perceive and use AI. Law students appear to be more traditionally oriented, yet still report using AI tools in education. Students demonstrate awareness of the risks associated with AI use, including the potential loss of cognitive skills typically developed through traditional education. Students acknowledge that the ease of completing assignments with AI may reduce the depth of learning achieved at university. Both students and educators report a need for clearer guidance and instruction regarding appropriate AI use. Employers’ onboarding processes may require modification to clarify expectations traditionally associated with graduate competencies. Employers may, however, encounter a more uniform pool of candidates, as students’ approaches and skill profiles become increasingly similar across disciplines.