This study examined undergraduate science majors’ perceptions of AI tools (including ChatGPT), their own AI proficiency, and instructors’ AI proficiency at St. Rita’s College of Balingasag during the 2024–2025 academic year. Data were collected using a 30-item Synthetic Index of Use of Artificial Intelligence Tools (pilot Cronbach’s α = .96–.98) and summarized with descriptive statistics. Students perceived AI tools as effective for comprehension (M = 3.19), problem solving (M = 3.16), and productivity (M = 3.06), but less effective for creativity (M = 2.80) and broader educational enhancement (M = 2.87). Self-rated proficiency was proficient for prompt formulation (M = 3.03) and basic problem solving (M = 2.87), but developing for advanced features (≈ M = 2.68) and higher-order tasks such as evaluating AI outputs (M = 2.74) and applying AI feedback (M = 2.80). Students also perceived instructors’ integration of AI tools as limited. These findings indicate practical benefits alongside gaps in creativity, advanced student skills, and faculty implementation. Recommendations include scaffolded, discipline-specific AI training, sustained faculty development, and clear ethical use policies.

AI tools, ChatGPT, AI proficiency, higher education, student perceptions, science major students