EXPLORING THE IMPACT OF AI DEPENDENCY AND PERSONALITY TRAITS ON SOCIAL, PSYCHOLOGICAL, AND EDUCATIONAL CHALLENGES AMONG STUDENTS
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Abstract
Artificial intelligence (AI) tools like ChatGPT, Copilot, and Gemini have dramatically changed how university students learn, write papers, conduct research, and handle academic stress. These advantages are paired with concerns about AI's potential social, psychological (self-esteem), and educational impacts. This study explored the link between AI reliance, personality traits, and the social, psychological, and educational difficulties faced by university students.The present study used a qualitative, exploratory approach, conducting semi-structured interviews with participants (N=10) to gather insights into students' lived experiences with AI. The interview findings showed that students use AI for efficiency, meeting deadlines, academic support, and idea generation, as well as for cognitive outsourcing. It also indicates reduced critical thinking, reliance driven by personality, less peer interaction, and mixed trust levels. The results emphasize AI's dual role as both an academic aid and a possible source of disengagement. The study concludes that AI should be promoted as a supportive learning tool rather than a substitute for independent thinking, peer collaboration, and teacher guidance. Recommendations are presented for students, teachers, counselors, universities, and policymakers to promote responsible, balanced, and psychologically healthy AI use in higher education.
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References
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