Dependency vs. Empowerment: Student Views on AI’s Dual Role in University Learning
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Abstract
As generative AI tools like ChatGPT increasingly shape the higher education landscape, this study makes an original contribution by foregrounding university students’ own perspectives on AI’s role in learning. While these technologies offer promising applications, their adoption also introduces concerns about long-term skill development and academic integrity. This investigation draws on qualitative data from open-ended survey responses provided by 309 students at a leading English-medium university in Kazakhstan. Thematic analysis uncovered nine interrelated themes. Among the positive impacts, students viewed AI as a creative assistant that helps simplify complex tasks and as a virtual tutor offering short-term feedback. However, concerns emerged about dependency on AI, the erosion of critical thinking skills, technological limitations, and challenges in distinguishing AI-generated from original student work. By capturing this student-centered viewpoint, the study contributes new insights into how learners navigate AI in educational contexts and offers practical recommendations for structured student training and updated course documentation to support responsible and gradual AI integration. These findings offer timely guidance for educators and policymakers adapting to this technological shift.
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