Abstract
The emergence of GenAI has transformed the educational landscape. Various studies have examined the adoption, influence, utilization, impact, and ethical issues surrounding the use of GenAI; this study offers the latest insights into students’ experiences with GenAI. This study employs a descriptive-exploratory qualitative approach with four undergraduate students from two universities in Kediri City as participants, who have experience using GenAI from 2022 to 2026. Data were collected through semi-structured interviews and analyzed using thematic analysis following the steps outlined by Braun and Clarke [1], including data familiarization, preliminary coding, theme identification, theme review, theme naming, and report writing. A total of nine themes and sixteen subthemes were identified, including the background and reasons for using GenAI, the utilization of GenAI, the use of GenAI in learning, the shortcomings of GenAI, students’ evaluations of GenAI, the learning process without GenAI, the impact of GenAI use, long-term perspectives on GenAI use, and messages and expectations among students. The findings indicate that students’ experiences with GenAI outputs that were inaccurate, incomplete, or inconsistent led them to use GenAI more cautiously and selectively, rather than abandoning its use altogether. These findings underscore the importance of specific policies regarding the use of GenAI in higher education. This study has the limitation of a small number of participants; therefore, the results cannot serve as the primary benchmark for students’ overall experience in using GenAI. Further research is needed to continue updating our understanding of the use of this technology.