DefinePK

Abstract

The fast pace of the introduction of artificial intelligence (AI) tools (including ChatGPT) into the educational process has already raised a storm of controversy about the impact they have on student achievement and academic integrity. This combined research evaluates the impact of writing assistants powered by AI on academic achievements and critical thinking abilities and moral reflections of students as well as within the educational landscape. Surveys of 300 university students were used to collect quantitative data on their habits regarding the use of AI tools, perceived benefits and challenges of using them. It yielded qualitative data through a qualitative survey concerning 15 educators through in-depth interviews to discuss the responses of institutions, policy gaps and pedagogical issues. The preliminary findings suggest that although the AI instruments can increase the efficiency of research and the drafting process, they are also associated with the issue of excessive dependence, lack of original thinking, and the risk of plagiarism. There was a notable correlation between a high frequency of AI use and positive short-term educational achievements, yet long-lasting components of the cognitive effects are not certain in any way. Teachers had rather ambivalent opinions, with some supporting the introduction of AI literacy at education institutions, and others demanding enforcement and regulation. The paper underlines the importance of a balanced AI implementation- stimulating progress and protecting the campus integrity. Suggestions such as the creation of institutional rules, AI-detective devices, and critical thinking modules should be created in order to reduce the misuse. In terms of the continued debate about AI in education, this study adds to the empirical literature to be used by policy and practices in the age of digital learning.