Universal Journal of Educational Research

ABSTRACT

In the era of accelerated technological advancements, Generative Artificial Intelligence (GenAI) has evolved rapidly, impacting nearly every aspect of society. In this qualitative study, the perceptions of middle secondary school students from one school in Bhutan were explored to understand their lived experiences with using GenAI tools in their studies. Data were collected through semi-structured interviews and focus group discussions with 18 students from classes 8 to 10. Results were analysed using thematic analysis. The findings reveal multifaceted perspectives amongst students. While students acknowledged several advantages, such as personalised learning support and instant access to information, they also shared concerns about dependency, factual errors, and data privacy issues. Interestingly, one of the key insights was the students’ awareness of the need for a balanced approach. This study emphasises the importance of teachers providing guidance and scaffolding students with structured guidelines, combined with ethical education, to promote the responsible use of GenAI tools in educational contexts.