Adopting the New Academic Assistant: Student Use and Perceptions of Generative AI in a Multicultural UAE University

This study investigates how undergraduate students at a multicultural UAE university use Generative AI as an academic assistant and how they perceive its value, risks, and role in learning. Using a qualitative design grounded in constructivist and phenomenological approaches, the study draws on a focus group to examine emotional, cognitive, and behavioural dimensions of AI engagement. Findings show that students view Generative AI as an embedded study companion supporting idea generation, drafting, summarising, and problem solving, with accessibility and efficiency driving regular use. Participants also expressed concern about uneven institutional guidance, dependency risks, and uncertainty around acceptable and ethical use. Clear patterns emerged around developing prompt literacy, navigating inconsistent advice from instructors, and demand for transparent policies and practical instruction. Student readiness was shaped not only by technical familiarity but also by institutional clarity, pedagogical support, and confidence in responsible use within academic tasks and assessment use.