1Lincoln University College, Petaling Jaya, Selangor Darul Ehsan, Malaysia - 47301. Email: pdf.sureshpalarimath@lincoln.edu.my
2Institute of Engineering and Technology, Lucknow, India; Lincoln University College, Petaling Jaya, Selangor Darul Ehsan, Malaysia. Email: ukumar@ietlucknow.ac.in
Background: Artificial Intelligence (AI) is fundamentally altering university education, challenging established teaching and assessment methods. This study investigates the perceptions of university students and professors regarding AI's utility, impact on learning, and ethical implications. Employing a quantitative design based on secondary data analysis of anonymized datasets from the 2024–2025 academic year, this research analyzed responses from 635 participants (496 students and 139 professors). Six key competencies were examined to identify trends and perception gaps.
Results: Both groups expressed skepticism regarding AI's current value in teaching, with 68.2% of students and 74.1% of professors rating its utility as low. A critical divergence emerged in ethical trust: 82.1% of students reported high confidence in AI systems, whereas only 21.6% of professors shared this sentiment, highlighting a distinct generational divide in risk perception.
Conclusion: Although students demonstrate a high willingness to adopt AI, they appear to underestimate the ethical risks that concern faculty. To bridge this gap, higher education institutions must urgently implement comprehensive AI literacy training and governance frameworks to ensure responsible and effective integration.
Keywords: Artificial Intelligence, Higher Education, Educational Assessment, Generative AI, Academic Perception.
How to cite this article: Palarimath S, Kumar U. Artificial Intelligence Integration in Assessment and Teaching: A Quantitative Analysis of Stakeholder Perception Differences. Int J Drug Deliv Technol. 2026;16(13s): 1062-1073. DOI: 10.25258/ijddt.16.13s.117
Source of support: Nil.
Conflict of interest: None