Assessment of Knowledge, Attitude and Potential Challenges towards Artificial Intelligence among University of Zawia Medical Students: A Cross-Sectional Study

Abstract

Background: The widespread use of artificial intelligence (AI) across various sectors worldwide requires a decent understanding of its impact on future generations. The studies of its impact on university students’ behaviour and application in Libya are still limited.

The present study aims to measure the Knowledge, Attitudes, and Practices (KAPs) of Azzawia Medical School students towards AI and to identify potential barriers affecting these measurements

Methods: A cross-sectional online survey was conducted among Azzawia Medical schools at the University between March and June 2025. A total of 144 participants completed an online questionnaire designed to assess their knowledge, attitudes, and self-reported practices related to AI and to identify potential challenges affecting these measurements While self-reported data was required to capture individual perspectives and experiences, attempts were taken to encourage honest responses by maintaining confidentiality and emphasizing that there were no correct or incorrect answers.

Results: Excel and the Statistical Package for the Social Sciences (SPSS) program version 26 were used to analyses the data. The results showed that the study sample was predominantly female, comprising 75.7% of respondents, with a large majority in the 21-30 age group (79.2%). Participants mostly belonged to the College of Dentistry (47.9%), and fifth-year students were well-represented (29.9%). We found that students had an almost universal awareness of AI (99.3%), yet only 4.2% had completed any official AI-related training courses. A large proportion of students (91.7%) recognised AI's usefulness in medical education. Regarding AI use in academic pursuits, most students (81.3%) used AI to prepare for exams and assignments, and many regarded AI as an effective problem-solving tool for identifying solutions and summarising lectures. A high level of agreement was observed that AI enhances learning opportunities (88.9%). Despite this optimism, there were notable concerns. Academic plagiarism was the most commonly cited barrier to AI adoption (43.1%). Other concerns included the accuracy and reliability of AI-generated content (36.8%) and the fear that it might hinder personal learning and thinking processes (41.0%).