This literature‑informed overview establishes the foundation for a forthcoming study examining staff and student perceptions of AI tools used within UCL Engineering. Research highlights that cultural norms surrounding help‑seeking and academic independence significantly influence how learners engage with AI. In contexts where autonomy is prized, seeking assistance (whether from humans or digital systems) may be perceived as a weakness, positioning AI as a discreet means of resolving uncertainties. However in more dialogic learning cultures, AI tends to function as a routine supplementary resource. Such variation raises important questions about whether AI reduces help‑seeking barriers or reinforces avoidance of direct academic interaction.

Stigma associated with AI‑supported learning further affects engagement, as students often question the authenticity and acceptability of AI‑assisted work. Cross‑cultural differences in understandings of plagiarism and authorship compound this uncertainty, shaping how AI‑generated content is interpreted. Gendered patterns also appear relevant, with women showing slightly lower confidence in AI use and heightened concern about rule adherence.

Within UCL Engineering, multiple AI tools, such as Studiosity, Vitafluence, and Labster, have been embedded in teaching alongside a structured policy framework for responsible GenAI use. The next phase of this study will investigate perceived benefits, risks, and policy effectiveness, informing faculty‑level educational planning and pedagogical development.