Biography
Chaimaa Akal is a PhD student in English Language Didactics and a High School English Teacher in Algeria. She also serves as a Contractual Lecturer at the university. Her research interests include artificial intelligence in education, educational technology, English language teaching, and interactive learning approaches. She is particularly interested in exploring how AI-powered tools and innovative pedagogical practices can enhance language learning, learner engagement, and classroom interaction. Her current academic work focuses on technology-enhanced language education and the integration of emerging educational innovations in secondary and higher education.
Conference contributions 1
BETWEEN OPPORTUNITIES AND THE RISK OF ACADEMIC DEPENDENCY:
Exploring the impact of generative AI on independent learning in higher education.
The growing adoption of generative Artificial Intelligence (AI) tools in higher education is transforming the ways students' access information, complete assignments, and engages with learning. While applications such as ChatGPT and other AI-powered platforms offer immediate support for writing, researches, and problem-solving tasks, offering new opportunities for personalized and efficient learning, concerns about the growing reliance on these technologies have emerged regarding students' intellectual autonomy, critical thinking abilities, and long-term academic development. This study examines the extent to which generative AI functions as a valuable educational aid while also contributing to academic dependency among university students. A mixed-methods approach was adopted to explore students' perceptions and practices regarding AI use in academic contexts. A questionnaire was administered to 30 undergraduate students from different academic disciplines at a public university, complemented by ten semi-structured interviews. The findings indicate that most participants viewed AI as a useful learning aid that enhances productivity and facilitates access to information. However, many respondents expressed concerns that excessive reliance on AI may reduce independent research, weaken critical evaluation skills, and decrease engagement with course materials. Interview data further revealed that students generally recognize the educational value of AI but remain uncertain about the boundaries between legitimate academic assistance and overreliance. The study concludes that the educational impact of generative AI depends largely on how these technologies are integrated into teaching and assessment practices. It recommends promoting AI literacy and responsible use to ensure that AI supports, rather than replaces, students' critical thinking, creativity, and independent learning.