Impact of Artificial Intelligence on Tertiary Level Education in Bangladesh: A Comparative Analysis of Positive and Negative Effects

Abstract

This thesis explores the integration of Artificial Intelligence (AI) in tertiary-level education in Bangladesh, examining the perceptions, usage, and impact of AI among students from various universities. A survey conducted with 787 respondents from private, public, national, and other tertiary institutions revealed that 70.6% of students are familiar with AI in education, with 73.4% having used AI-powered tools. A significant majority (69.1%) believe AI can be beneficial for tertiary education, and 71.8% feel that AI enhances their learning experience. However, there is a notable degree of skepticism, with 51.3% feeling guilty about using AI for assignments, and 72.5% believing stricter regulations are necessary. Comparative analysis with global data highlights that Bangladeshi students are more familiar and optimistic about AI's benefits compared to their global counterparts. While 73.5% of Bangladeshi students reported improved grades due to AI, 63.4% believe it makes the education system more effective and efficient. The study also reveals significant gaps in satisfaction with current technology integration, with only 15.7% expressing satisfaction, indicating a need for further development in this area. The findings underscore the potential of AI to transform tertiary education in Bangladesh, while also pointing to areas for improvement and the need for balanced regulations. Future research should focus on increasing the survey population to include a more diverse range of institutions and disciplines, and consider longitudinal studies to track the evolving impact of AI in education.