New Perspectives in Science Education

In recent years, artificial intelligence (AI) tools have become increasingly widespread at all levels of education and are now being used for a variety of academic and personal learning purposes. As these technologies continue to evolve, it is essential for educators and institutions to understand how students engage with AI for learning. This study therefore aims to explore how students of different genders use AI tools to support their independent study. Specifically, the research focuses on undergraduate tourism students enrolled at a Portuguese higher education institution. Data was collected through a structured questionnaire designed to assess students’ use of AI. The quantitative data obtained from the survey responses were analysed using SPSS to identify potential patterns and differences between genders. The findings reveal that most respondents were female, and that there were no statistically significant differences in the reported use of AI tools for self-study purposes between male and female students. These results suggest that gender does not play a decisive role in the adoption of, or attitude towards, AI-assisted learning within this student population. This study contributes to the growing body of research on AI in higher education by providing insights into how undergraduate tourism students engage with AI tools independently. The study also highlights the need for further research into how academic staff can effectively support and guide students in integrating AI technologies into their learning practices, thereby fostering more meaningful and effective academic outcomes.