This qualitative study investigates the attitudes and behaviors of students in Bucharest, Romania, toward the increasing use of Artificial Intelligence in academia. Conducted through semi-structured interviews and guided by the theory of planned behavior, the research explores how students from diverse fields like sociology, computer science, and medicine perceive and utilize AI as a learning tool. The study addresses the technology's influence on evaluation processes, academic integrity issues such as plagiarism, and the broader ethical implications of its integration. The thematic analysis of the interview data reveals a complex and dualistic perception of AI's role in the modern educational landscape.

The findings highlight a significant divide in how AI is viewed. On one hand, students widely acknowledge its positive impact, primarily valuing it as a powerful tool for efficiency and enhanced learning. AI tools like ChatGPT are consistently used to save time by summarizing long texts, generating project outlines, and quickly locating specific information. This allows students to better manage demanding schedules, which often balance academic responsibilities with employment. Furthermore, AI functions as a personalized tutor, offering alternative explanations for complex concepts and assisting with technical tasks, which is particularly beneficial for students who need supplementary support outside of lectures. It also serves as a source of inspiration, helping to overcome creative blocks by providing a foundation of ideas upon which students can build.

On the other hand, the study uncovers deep-seated concerns about the negative consequences of AI reliance. A primary risk identified is the potential erosion of critical thinking and the promotion of intellectual laziness. The ease of generating complete assignments encourages a "copy-paste" mentality, which circumvents the fundamental learning process and is detrimental to long-term knowledge retention. This dependency raises significant issues of academic integrity, making plagiarism more accessible and widespread. Moreover, students are aware of the technology's limitations, including its tendency to "hallucinate" or produce inaccurate information and fabricated sources, which poses a threat to the quality of academic work.

The research concludes that the impact of AI is not inherent to the technology itself but is contingent on the user's intent and method of application. While responsible use can augment learning, its abuse leads to superficial understanding. A notable gap exists between prohibitive or nonexistent formal academic policies and the widespread, informal use of AI by students. This disconnect points to a need for universities to move beyond simple bans and instead develop clear guidelines for responsible use. Students advocate for pragmatic solutions, including formal training on AI ethics and the adaptation of evaluation methods to test genuine comprehension over rote memorization. Ultimately, the study suggests that AI's integration into professional and academic life is inevitable. The academic environment must therefore evolve from a position of resistance to one of proactive integration, preparing students for a future where human-AI collaboration is the norm and the ability to leverage these tools effectively is a critical skill.