Abstract
This study examines how university students engage with generative artificial intelligence (GenAI) tools, with particular attention to usage patterns, perceived usefulness, dependence, learning-related concerns, and ethical attitudes. Data were collected through an online survey of 275 undergraduate students from multiple faculties at a large university. The results reveal widespread adoption, with nearly 89% of students reporting use of GenAI several times per week or more, most commonly for homework and essay writing. Students rated GenAI as highly useful, while levels of dependence remained moderate. Regression analysis showed that both perceived usefulness and frequency of use were significant predictors of dependence, explaining approximately one-third of its variance. Although participants expressed moderate concerns about potential impacts on learning and academic integrity, they also recognized substantial educational benefits. Notably, a majority of students emphasized the need for clear institutional guidelines to support responsible use. Overall, the findings highlight the dual role of GenAI as both a powerful learning aid and a potential source of overreliance, providing timely empirical evidence to inform ethical integration and policy development in higher education.