Abstract

Artificial intelligence (AI) masters computers to imitate the problem-solving and decision-making abilities of the human mind. This study examines the extent to which students rely on AI when creating academic assignments and projects. Mixed method research is used to obtain a comprehensive result of the study. By using this method, the study integrates qualitative information from open-ended questions and interviews with quantitative data from surveys on students’ preferences for using AI tools in higher education, the difficulties they faced, and the advantages they saw from doing so. Based on initial findings, students attending private institutions use AI technologies far more often than those attending public universities, yet their preferences and obstacles vary. Correlational studies look into potential relationships between users’ preferences for AI, the difficulties they face, and the benefits AI tools provide. The initiative aims to provide valuable information to educators and administrators so they may enhance the ways in which AI tools are integrated into educational settings and foster a more productive and supportive learning environment for students. The understanding of the dynamics underlying students’ dependence on AI tools contributes to the ongoing discourse regarding the role of technology in education by providing factual information that can enhance instructional effectiveness and pedagogical strategies, such as the creation and execution of school policies and guidelines for appropriate use of AI tools.