Perspectives on artificial intelligence use in pharmacy education in Northern Ireland: A qualitative study based on the unified theory of acceptance and use of technology

Abstract

Introduction

Artificial intelligence (AI) is transforming healthcare education; however, its integration into pharmacy curricula requires further exploration. This study aimed to explore the acceptance of AI-based technology in pharmacy education through the extended Unified Theory of Acceptance and Use of Technology (UTAUT) framework and identify opportunities for responsible integration via improved AI literacy.

Methods

A qualitative study was conducted at the School of Pharmacy and Pharmaceutical Sciences, Ulster University, Northern Ireland, United Kingdom, in April 2025. Eight MPharm students were recruited through purposive sampling, with two participants from each of the four academic years (Years 1–4) to ensure representation of developmental perspectives. Informed by the extended UTAUT framework, semi-structured interviews were conducted via Microsoft Teams. Thematic analysis was conducted using Braun and Clarke's six-phase approach, with data management performed using NVivo 13.

Results

Four major themes emerged from the analysis: (1) Current Understanding and Experience with AI Tools, (2) Perceived Benefits and Opportunities, (3) Challenges and Concerns, and (4) Recommendations for Responsible AI Integration. Students demonstrated a developmental progression in AI use, from basic concept clarification in the first year to complex clinical reasoning applications in senior years. Students primarily discovered AI tools through informal networks rather than formal academic channels. Key benefits included immediate conceptual clarification across multidisciplinary subjects, enhanced academic efficiency, and support for clinical preparation through simulated patient interactions. However, concerns were expressed regarding regional context limitations, accuracy and reliability issues, potential impacts on critical thinking development, uncertainties related to academic integrity, and affordability constraints for premium features.

Conclusion

The findings reveal that students resourcefully use AI tools to enhance learning but navigate considerable challenges, including information inaccuracies, ethical uncertainties, and concerns about adverse impacts on critical thinking skills. Future recommendations include establishing clear institutional policies, implementing formal AI literacy training, developing UK-centric pharmacy-specific AI tools, and adopting scaffolded curriculum integration approaches.