PERCEIVED BENEFITS, RISKS, AND READINESS TO USE ARTIFICIAL INTELLIGENCE IN ACADEMIC ADMINISTRATION AMONG CHINESE LANGUAGE MAJORS

This study examines perceived benefits, risks, and readiness to use artificial intelligence (AI) in academic administration among Chinese Language majors at the University of Foreign Language Studies, the University of Danang. A cross-sectional survey collected 288 online responses, analyzed using descriptive statistics, Spearman's rank correlation, and content analysis of open-ended responses. Students positively assessed the potential for faster access to academic information, reduced waiting times, and monitoring academic progress, with agreement rates of 83.5%, 83.0%, and 82.9%, respectively, among valid responses to each item. At the same time, concerns about inaccurate or outdated information, recommendations unsuitable for individual circumstances, and unfairness arising from biased data were widespread. Of the 288 respondents, 219 were both willing to use AI for straightforward academic inquiries and concerned about inaccurate or outdated information. Perceived benefits were positively correlated with readiness to make academic inquiries and to receive alerts accompanied by explanations. The findings suggest that AI-supported services should incorporate verifiable information sources, data protection, and referral mechanisms to responsible personnel. Conclusions are restricted to the surveyed sample and concern self-reported perceptions and readiness.