eng Science and Education Publishing American Journal of Educational Research 2327-6150 2025-10-08 13 9 438 444 10.12691/education-13-9-4 EDUCATION20251394 article Rene K. Abejaron Jr Corresponding author: reneabejaron@srcb.edu.ph 1 Teacher Education Program, St. Rita¡¯s College of Balingasag, Inc., Misamis Oriental, Philippines 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¨C2025 academic year. Data were collected using a 30-item Synthetic Index of Use of Artificial Intelligence Tools (pilot Cronbach¡¯s ¦Á = .96¨C.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 (¡Ö 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. https://pubs.sciepub.com/education/13/9/4/education-13-9-4.pdf AI tools ChatGPT AI proficiency higher education student perceptions science major students