Artificial Intelligence in Higher Education: Student Competencies and Professional Readiness in Technology- Driven Enviroments

Aisyah Nor Atikah Awang; Muhammad Hafiz Abd Razak

doi:10.32890/jgd2026.22.2.2

Authors

Aisyah Nor Atikah Awang School of Government, Universiti Utara Malaysia, Malaysia
Muhammad Hafiz Abd Razak School of Government, Universiti Utara Malaysia, Malaysia

DOI:

https://doi.org/10.32890/jgd2026.22.2.2

Keywords:

Artificial Intelligence (AI), higher education, student competencies, professional readiness, urban planning

Abstract

Artificial Intelligence (AI) is increasingly integrated into higher education. However, its effectiveness in enhancing student competencies and professional readiness remains uncertain. This study examines the extent to which AI adoption contributes to the development of key competencies and professional readiness among Generation Z students at Universiti Utara Malaysia (UUM). A mixed-methods approach was employed involving 150 undergraduate students, supported by semi-structured interviews with 10 lecturers and student representatives. The study is guided by a conceptual framework linking AI adoption to critical thinking, digital literacy, ethical reasoning, and professional readiness. Findings indicate a moderate level of AI adoption, with students primarily using AI tools for productivity and assignment preparation, while engagement in creative and innovative applications remains limited. Although digital literacy shows improvement, enhancements in critical thinking and ethical awareness are less evident. Qualitative findings further reveal a tendency among students to over-reliance on generative AI outputs without critically evaluating accuracy, bias, or reliability. Lecturers also expressed concerns regarding the absence of structured AI pedagogy and clear institutional guidelines governing AI use in academic settings. In addition, only a small proportion of students demonstrated confidence in applying AI within professional contexts such as urban planning and related fields. Overall, the study concludes that AI adoption alone does not guarantee the development of meaningful competencies or professional readiness. It emphasizes the need for curriculum enhancement, clearer institutional policies, and targeted capacity-building initiatives that integrate AI literacy, ethical considerations, and discipline-specific applications to ensure responsible, critical, and effective use of AI among future graduates in complex professional environments.

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