AI DEPENDENCY IN HIGHER EDUCATION: ARE STUDENTS BECOMING OVER-RELIANT?
DOI:
https://doi.org/10.68302/std2026.vol3.174Keywords:
Artificial intelligence, higher education, learning, academic integrity, risks, studentsAbstract
Artificial intelligence has become part of daily life in universities, for both students and educators. However, despite the fact that we all understand that AI is shaping and changing the education paradigm, the question of how often and for what we use AI remains on the agenda. Yes, AI has made many daily tasks easier; however, are students using AI for tasks they could solve without it?
The aim of this study is to investigate the extent to which students in higher education are becoming dependent on artificial intelligence (AI) tools, particularly generative AI systems, in their academic activities. The study seeks to explore how frequent AI usage influences students’ learning behaviors, critical thinking, and academic engagement.
This study employs a quantitative research design and a cross-sectional survey to examine students' dependence on AI tools in higher education. A structured questionnaire was developed to collect data on students’ AI usage patterns, dependency levels, and perceptions of its impact on learning. The results of the study show the impact of AI on learning, academic integrity, self-perceived dependency, and risks, as well as how AI has changed the way students’ study.
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Copyright (c) 2026 Julija Mironova, Viktoriia Riashchenko, Baiba Rivža, Valentina Djakona, Marina Celika, Ieva Nicgala
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