Students' Use of Artificial Intelligence in Kazakhstani Universities

Abstract

This study explores how university students in Kazakhstan use generative artificial intelligence for academic purposes. Using a qualitative research design, and drawing on Bourdieu’s theory of habitus, cultural capital, and field, the data were collected through semi-structured interviews with eight undergraduate and graduate students from public and private higher education institutions in two regions of Kazakhstan. Thematic analysis revealed two main patterns of AI use: AI as an assistant and AI as a tool for task delegation. Students reported using AI for academic writing support, proofreading, paraphrasing, and structuring texts; learning and comprehension through simplified summaries and explanations; strategic time management, planning, and exam preparation. However, some participants also reported delegating entire tasks to AI tools. In addition, the findings reveal inconsistent institutional regulation of AI use across universities which leads to uncertainties among students. Participants draw on the need for clear guidelines and AI literacy trainings. From Bourdieusian perspective, the study suggests that AI reflects unequal access to cultural capital and further stratifies resources which benefit students with stronger academic skills.