In recent years, the rapid advancement of generative artificial intelligence (GenAI) has significantly transformed various sectors, particularly in education. In the Philippines, students have increasingly adopted AI-powered platforms not only for convenience but also as supplementary learning tools. However, despite its potential benefits, the use of generative AI in education presents several challenges. This study investigates the experiences of maritime students in using generative artificial intelligence (GenAI) as a learning support tool in their academic activities at Private Higher Education Institutions (PHEIs). Utilizing a qualitative phenomenological research design, data were gathered through semi-structured interviews with selected maritime students who had prior experience using GenAI for academic purposes. Findings indicate that students perceive generative AI as an accessible and helpful learning aid that supports understanding of complex maritime concepts, improves study efficiency, and enhances academic confidence. Students commonly used GenAI for explaining lessons, summarizing topics, organizing academic tasks, and preparing for assessments. Despite these advantages, participants also identified concerns related to accuracy, originality, academic integrity, and the potential for overreliance on AI-generated content. To address these concerns, students employed responsible strategies such as verifying information from credible sources, paraphrasing AI outputs, and using AI strictly as a supplementary tool. Overall, the study concludes that generative AI positively influences students’ learning habits by promoting critical thinking, strategic study practices, and ethical awareness. The findings highlight the need for guided and responsible integration of generative AI in maritime education to support learning while maintaining academic integrity and independent judgment.

Keywords: Generative AI, Maritime Student, Academic Learning, Student Experience, Ethical Awareness.