Introduction: In recent years, artificial intelligence(AI) has increasingly gained prominence in healthcare education, attracting attention with its various applications in the field of dentistry. However, studies examining the integration and utilization of AI technologies at the undergraduate level remain limited. Objective: This study aims to evaluate dental students' awareness of AI in dentistry, its applications, and their knowledge regarding the ethical and legal frameworks governing its use. Materials and Methods: The study was conducted using the Google Forms survey platform with the participation of 161 dental students and academicians aged between 18-60. Ethical approval was obtained from the Non-Interventional Clinical Research Ethics Committee of Selçuk University Faculty of Dentistry. Third-, fourth-, and fifth-year dental students, as well as dental academicians from various institutions across Turkey, were invited to participate via email and social media. Personal data were not recorded, and responses were analyzed anonymously. The survey consisted of four sections with a total of 30 questions:(1) demographic information(3 questions),(2) AI awareness(3 questions),(3) AI applications(17 questions),(4) challenges in integrating AI into dental education and ethical concerns(6 questions), and (5) opinions and recommendations(1 question). The survey results were statistically analyzed using the Chi-Square test and the Kruskal-Wallis test. Results: Among the participants,12.4% were academicians,24.2% were fifth-year students,40.4% were fourth-year students, and 23% were third-year students. A total of 71.5% of participants reported their level of AI-related knowledge as "uncertain," "having no knowledge,"or"having little knowledge." Additionally,28 participants(17.5%) stated that they had limited experience attending AI-related training or seminars. There was no statistically significant difference between educational level and AI awareness or AI applications in dental education(p=0.671 and p=0.496, respectively). However, the perception that "AI should be utilized in clinical education" was statistically significantly higher among fourth-and fifth-year students(p=0.015). A statistically significant difference was observed between third-year students and academicians regarding concerns over AI's impact on patient privacy, confidentiality, and data security(p=0.01). Participants identified the primary challenge in integrating AI into dental education as the lack of technological infrastructure, followed by the insufficiency of educational materials. Additionally,126 participants(88.8%) expressed support for the inclusion of more AI-related content in the dental curriculum. Conclusion: The findings indicate a knowledge gap among dental students and professionals regarding AI. The need for improved integration of AI into both education and clinical practice is evident. However, addressing concerns related to data security and patient confidentiality remains a critical area of focus in future research and implementation strategies.