Lived Experience of Undergraduate University Students

Increasing Dependency on AI-based Digital Tools for Academic Work

Abstract

The accelerated fusion of Artificial Intelligence (AI) based digital tools into higher education has outstandingly transformed the academic entity of undergraduate university students. Expending academic demands, performance expectations, and pressing deadlines have led many undergraduate university students to turn heavily on AI tools for academic writing, problem-solving, academic support, and time management. This Qualitative study aims to explore the lived experiences of undergraduate university students with respect to their increasing dependency on AI-based digital tools. A qualitative phenomenological research design was employed to obtain a profound understanding of students’ perceptions, feelings, and meanings regarding their use of AI tools throughout their academic progression. Data were obtained through in-depth, semi-structured interviews with undergraduate university students chosen using purposive sampling. The interviews provided copious and in-depth narratives of students’ perceptions and personal experiences. The interview was audio-recorded and transcribed verbatim to ensure accuracy. Data were studied using thematic analysis, aimed at documenting frequent outlines and distinguished themes within the data. The investigation revealed six leading themes, frequent key themes, counting Significant Necessity on AI for Theoretical Everyday jobs, Although Capability and Academic Expediency, AI as Intellectual and Academic Provision, Reducing Education, Preservation, and Critical Intelligent skills, Ethical, Economic, and procedural regarding Encounters, and Heedful Efforts to Equilibrium AI-based tools practice and Self-determining Knowledge. The conclusions of this study emphasized that AI-based digital tools play a transformative role in shaping undergraduate theoretical practices. Unfluctuating nevertheless these paraphernalia foster productivity, association, and theoretical excellence, overwhelming dependance attitudes extensive hazards to scholarship complexity, recollection preservation, and intellectual progress. Campuses and educationalists would henceforth progress accountable and well-adjusted AI combination comprehensive clear approaches, ethical management, and assessment methods that ensure admiration for self-determining acquaintance and academic honesty.