## 5 Conclusions  
As artificial intelligence continues to transform higher education, understanding how different groups perceive its role is essential for effective implementation. This study examined attitudes and perceptions toward AI across various demographics, including gender, age, occupation, and academic discipline, while also considering ethical concerns and experience levels.  
Answering the first research question, findings indicate that while overall attitudes toward AI in higher education are generally positive, ethical concerns and uncertainty about its role in teaching and learning remain. The study highlights the complex relationship between age, experience, and AI perceptions. Younger individuals tend to be more critical of AI's ethical and social implications, as noted by [PERSON] & [PERSON] [26]. However, their greater exposure to AI also cultivates a more positive outlook on its potential. Additionally, frequent AI users generally perceive AI more favorably, though those with advanced expertise tend to use it less frequently, suggesting that deeper knowledge leads to more deliberate and strategic utilization.  
The second question refers to the ethical and social implications of AI implementation, the study suggests that AI policies in higher education can be designed without major gender or age-based distinctions. However, ethical concerns, especially among female students and educators in humanities disciplines, should be addressed. Teachers show more skepticism toward AI, emphasizing the need for transparency, ethical guidelines, and training to build trust and facilitate adoption. In line with [PERSON] & [PERSON] [13], higher-education institutions should actively promote and enforce academic integrity policies to address stakeholders' concerns and ensure the responsible use of AI in classrooms.  
While no significant differences were found across academic disciplines, humanities-based fields demonstrated slightly ethical and social concerns, whereas Engineering and IT students showed greater acceptance of AI in education than other occupation groups, but no significant differences exist in their perceptions of AI's role or future potential. Across academic disciplines, no statistically significant variations were found (all \(p\)-values \(>\) 0.05). However, humanities-based fields show a slightly higher level of ethical concern, while students in Engineering and IT exhibit greater acceptance of AI in education.  
Regarding the last question regarding how demographic characteristics of participants influence their perception on AI, results show that gender differences in AI perceptions are minimal. While females exhibit slightly greater concern for ethical and social implications, and males show marginally higher confidence in AI's role and future potential, these differences are too small to be meaningful [13]. Similarly, age does not significantly influence perceptions of AI in higher education. Though older respondents (35-44 and 55+) express slightly greater ethical and social concerns, and younger participants (under 25 and 35-44) are marginally more optimistic about AI's educational role, these differences are statistically insignificant.  
These findings emphasize the need for informed, balanced engagement with AI technologies across all demographics, ensuring ethical and social considerations. AI adoption in higher education institutions should be prioritized by having clear ethical guidelines and transparency to build trust and acceptance among stakeholders.