Since the emergence of generative artificial intelligence (GenAI) tools, students have increasingly integrated them into their academic work, prompting growing research on their educational benefits, risks, and responsible use. Building on this body of work, our study examines the current landscape of GenAI use in engineering education and explores whether students’ learning experiences, attitudes, and ethical views differ across disciplinary and background factors. We administered a comprehensive survey probing students’ GenAI behaviors, attitudes, and beliefs at the University of Illinois Urbana-Champaign in the United States across two consecutive semesters, collecting over 800 responses from students in multiple engineering disciplines. Using descriptive statistics and quantitative analyses, we examine relationships among students’ majors, year of schooling, prior computing experience, GenAI usage frequency, purposes of use, and self-reported impacts. The results show that while overall usage patterns align with prior studies, meaningful differences emerge across majors and experience levels, with students expressing varying degrees of enthusiasm, reliance, and concern about GenAI. These findings provide an updated snapshot of student perceptions in 2025 and offer insights to help educators and institutions design more equitable, ethical, and effective approaches to integrating GenAI in engineering education.
http://orcid.org/0000-0002-7658-6517
University of Illinois at Urbana - Champaign
[biography]
http://orcid.org/0000-0001-9317-5309
University of Illinois at Urbana - Champaign
[biography]
http://orcid.org/0000-0002-9336-4756
University of Illinois at Urbana - Champaign
[biography]
The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026