This study explores the adoption of generative artificial intelligence (GenAI) among Caribbean students, critically analysing student backgrounds, perceptions and engagement with GenAI. We provide a novel and comprehensive analysis of how GenAI tools are being used to enhance learning experiences, support educational equity and address the specific challenges Caribbean students face in higher education.
Data were collected from n = 282 Caribbean tertiary students using a cross-sectional survey in four Caribbean countries. A battery of instruments, consisting primarily of closed-ended items and one open-ended question, was distributed electronically to the sample of tertiary students between February and April 2024.
Spearman’s rank correlation, Mann–Whitney and Kruskal–Wallis tests were applied, which helped us identify perceived benefits as a major indicator of GenAI use. Perceived benefits outweighed concerns about GenAI. Although the students were aware of various GenAI tools and their limitations, their concerns were not correlated with GenAI use. Knowledge of the limitations of GenAI is also significantly and positively correlated with use, indicating that students who know more about these limitations still use them more often. The study also found differences in awareness of GenAI between ethnic groups. Barriers associated with technology and cultural relevance, such as technological access, content bias, misinformation and cultural sensitivity, are examined using the Gibbs 3P Framework.
Our work provides a critical lens for understanding GenAI’s role in education, contributing to an inclusive, contextually aware discourse on technology adoption across diverse spaces. Our contribution highlights the importance of adopting GenAI policies for specific groups and the need to contextualize policies.
