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Abstract Background Artificial intelligence (AI) is being integrated into higher education in an increasing rate, offering opportunities for personalized learning, efficiency, and enhanced engagement. However, most research focuses on single-institution or national contexts and primarily examines medical students through quantitative methods. Little is known about how international medical and dentistry students, educators, and practising physicians perceive and experience AI in medical and dentistry education. This study addresses this gap by capturing the perspectives of these diverse stakeholders, providing a comprehensive view of AI adoption, readiness, and ethical considerations across international contexts. Methods This cross-institutional mixed-methods study combined survey and interview data to explore perspectives on AI in medical and dentistry education. An online questionnaire was distributed to medical and dentistry students at the University of Pécs Medical School, Hungary and Oslo New University College, Norway. Semi-structured interviews were conducted with educators (n = 6) and physicians (n = 3) in October, 2024. Quantitative data were analyzed using descriptive statistics and inferential analyses to examine differences across participant groups and qualitative data were examined thematically and comparatively across educators and practising physicians. Results A total of 344 medical and dentistry students completed the survey. The majority of students (75.3%) reported that AI tools enhanced their learning and found chatbots beneficial for assignments (73.5%). AI was viewed as helpful for understanding complex concepts (65.1%) and managing study time (42.1%). However, concerns included data privacy (48.9%), reduced critical thinking (58.7%), and over-reliance on AI (74.7%). Comparative analysis revealed differences in emphasis across stakeholder groups, with students focusing on practical learning benefits and educators and practising physicians prioritizing long-term professional and ethical implications. Across groups, there was consensus that AI should supplement but not replace traditional and clinical teaching. Conclusions AI is perceived as a valuable supportive tool in medical and dentistry education, particularly by students, while educators and practising physicians adopt a more cautious stance emphasizing ethical, pedagogical, and clinical considerations. Effective integration of AI requires balanced implementation, including AI literacy for students, targeted faculty development, and clear institutional and ethical frameworks to safeguard critical thinking and professional competencies.