Abstract
- This project documents how secondary students (Grades 6-12) in Nepal utilize artificial intelligence (AI) tools for academic work. Using the STUDY-AI questionnaire, the research examines patterns of practice across diverse school types, geographic locations, and languages of instruction. The study evaluates key dimensions of AI integration, including tool prevalence, frequency of use, perceived self-efficacy, and ethical dispositions. By identifying specific barriers to access and variations in policy awareness, the project provides comparative insights that inform global conversations on equitable AI use in K-12 settings. Ultimately, the findings support the development of culturally valid AI literacy frameworks and enhance teacher preparation for digital learning environments.