Paper Contents
Abstract
Artificial Intelligence (AI) is affecting higher education, especially in research, writing and problems. The study evaluates AI literacy among 140 postgraduate science students from Zoology, Geology, Mathematics and Chemistry in Mahatma Gandhi College, Armori, Maharashtra. The data was collected through a structured questionnaire that assessed AI's knowledge, practices and perceptions. The findings show that 64%of the students demonstrated high levels of AI literacy, showing strong ability to first year students (56%) with second year students (72%). A clear disciplinary variation was observed among the fields of study: Mathematics (75%) and Chemistry (70%) students expressed high confidence in AI use, while zoology (52%) and geology (48%) students reported comparatively low literacy. A majority (68%) recognized AI as a valuable assistance in academic writing and research, and 61% believed that it would increase career opportunities. At the same time, concerns were reported about low originality (54%) and over-neutrality (47%) on technology. Reported obstacles included training opportunities (63%), insufficient infrastructure (58%), and limited awareness of moral challenges (49%). The study concludes that AI literacy is expanding among postgraduate students, but is uneven in discipline and educational levels. While the attitudes towards AI are roughly positive, targeted interventions require, including courses integration, faculty training and workshops to strengthen skills and moral awareness. Conclusions outline the importance of preparing science graduates for responsible and innovative use of AI in academic and professional contexts.
Copyright
Copyright © 2025 Dr. Najim Hussain Ahmad Sheikh. This is an open access article distributed under the Creative Commons Attribution License.
