Artificial intelligence in veterinary education: self-perceived knowledge, use, and attitudes among veterinary...

Artificial intelligence (AI), especially generative AI and large language models, is increasingly influencing higher education and health professions training. However, there is still limited empirical evidence about what veterinary students know about AI, how they use it, and how they perceive it. The aim of this study was to evaluate self-perceived AI-related knowledge, use, and attitudes among veterinary students in Spain and Portugal, and to analyze the influence of institutional context, prior AI training, and digital engagement. A cross-sectional survey was conducted during the 2023-2024 academic year with 340 undergraduate and postgraduate veterinary students from public and private institutions in Spain and Portugal. The questionnaire included sociodemographic questions and nine Likert-scale items assessing self-perceived AI knowledge, use, and attitudes. Composite scores were calculated and transformed using the Percentage of Maximum Possible (POMP) method (0-100 scale). Internal consistency of the instrument was high (ω = 0.842; α = 0.835). Data was analyzed using MANOVA, one-way ANOVA, independent samples t-tests, and Pearson correlation analyses. Significant differences were observed between institutions in self-perceived AI knowledge, use, and attitudes. Students who had received prior AI training showed higher self-perceived knowledge and use scores (p < 0.001) and more positive attitudes toward AI (p < 0.001). Although formal AI training was limited in many institutions, students with any type of prior exposure-self-directed, university-based, or external-reported greater engagement and felt more prepared to use AI tools. Daily social media use showed a small but statistically significant positive correlation with self-perceived AI knowledge and use (r = 0.115, p = 0.034) and with positive attitudes (r = 0.157, p = 0.004). Categorized analyses showed a gradual increase in AI-related outcomes with higher levels of digital engagement. Veterinary students in the Iberian Peninsula are already using AI, mainly through informal learning pathways, while structured institutional integration remains uneven. Structured exposure to AI is consistently associated with higher self-perceived knowledge, greater use, and more positive attitudes. These results suggest that deliberate curricular integration and guided AI literacy initiatives are important to prepare future veterinarians for responsible and effective use of AI technologies.