Kimberley Haye¹, Denneil Cunningham¹, Dickisha Facey¹, Abigail Ellis¹, Jahmela Ogeare¹, Conley Morris¹, Selena Morris¹, Jhenay Miller¹, Cassandra White¹, Alex Hamilton¹, Shanalee Cunningham¹, Nicole Jacobs¹, Shaneille Samuels^1,

This study explored the integration of artificial intelligence (AI) in educational settings in Jamaica, focusing on its current use by students and its impact on academic performance. A mixed-methods approach was employed, involving 100 students and 25 educators, across various high schools, colleges, and universities. Data was collected through questionnaires, interviews, and performance metrics to assess both qualitative and quantitative aspects of AI’s role in education. The findings revealed that 79% of the students used AI for homework, 82% for projects, and 91% for research, highlighting its widespread use. Notably, 18% of the students reported that AI fully promoted teamwork, suggesting some collaboration benefits, though limited. Additionally, 56% of the students perceived no change in course difficulty post-AI integration, while 41% found courses more challenging before AI use, and 3% found them more difficult after AI was implemented. Moreover, 82% of the students linked improved performance to enhanced resources provided by AI, yet performance varied, with some students over-relying on AI tools. Educators have expressed that students must cross-reference the information obtained using AI tools with credible sources, across all academic levels, to verify their reliability. The most significant recommendation is providing AI literacy training for both students and educators, ensuring the effective and ethical use of AI tools. Educators urge institutions to encourage students to focus on using AI as a supplement to traditional learning methods, fostering deeper engagement and critical thinking skills. The study implies that while AI enhances personalised learning and resource accessibility, its full potential is hindered by issues related to content accuracy and collaboration. The findings suggest that educational systems must strike a balance between AI integration and human-centred pedagogical strategies, to optimise learning outcomes.

students’ performance, artificial intelligence (AI), learning process