Impact of AI Dependence on Students' Academic Procrastination in Higher Education

Abstract

Artificial Intelligence (AI) has become an important part of higher education by providing students with quick access to information, personalized learning support, and assistance in completing academic tasks. The increasing use of AI tools has improved learning opportunities; however, concerns have also been raised about students becoming overly dependent on these technologies. Excessive dependence on AI may influence students' learning habits and encourage them to delay academic responsibilities. Therefore, this study examined the impact of AI dependence on students' academic procrastination in higher education. A quantitative research approach was adopted using a cross-sectional survey design. Data were collected from 100 higher education students through a structured questionnaire using a five-point Likert scale. The questionnaire consisted of demographic information, AI dependence items, and academic procrastination items. The collected data were analyzed using the Statistical Package for the Social Sciences (SPSS). Descriptive statistics, reliability analysis, and simple linear regression were used to analyze the data. The findings indicated that AI dependence had a significant positive impact on students' academic procrastination. The study highlights the importance of encouraging students to use AI responsibly while maintaining independent learning and effective time management. The findings may help educators and higher education institutions develop policies and strategies for the ethical and balanced use of AI in academic settings.