International Students' Perceptions And Experiences Of Artificial Intelligence Usage In Academic Learning At Northeast Normal University: A Phenomenological Study

Artificial Intelligence (AI) has emerged as a transformative technology in higher education, reshaping teaching, learning, research, and academic communication. International students, in particular, are increasingly relying on AI-powered tools to overcome the linguistic, academic, and cultural challenges they encounter in foreign educational environments. This study explored international students' perceptions and experiences regarding the use of Artificial Intelligence in academic learning at Northeast Normal University, China. A qualitative phenomenological research design was employed to investigate students' lived experiences with AI technologies. Semi-structured interviews were conducted with five international master's students from the Faculty of Education representing Sudan, Rwanda, Cambodia, Zimbabwe, and Sierra Leone. The findings revealed that participants viewed AI positively as a tool that enhances academic efficiency, supports academic writing, facilitates understanding of complex concepts, and improves overall learning experiences. Commonly used AI tools included ChatGPT, Grammarly, Google Gemini, Claude, Deep Seek, and QuillBot. However, participants also identified challenges such as inaccurate information, ethical concerns, plagiarism risks, and excessive dependence on technology. The study recommends that universities establish AI literacy programs, develop institutional policies on responsible AI use, and guide ethical integration of AI in higher education. The findings contribute to the growing body of knowledge on AI adoption among international students and provide practical implications for universities seeking to promote responsible and effective AI utilization.