Artificial intelligence has transformed teaching and learning across all levels of education from early childhood through higher education. The technologies have significantly empowered students and enabled them to practice self directed learning in ways which were previously inconceivable. Despite the glowing factors of artificial intelligence in higher education, the technologies also come with a plethora of challenges which pose a great risk to bringing academic integrity to a disrepute and affect students’ well-being. The purpose of this autoethnographic study is to critically reflect on how artificial intelligence tools have enhanced my students’ learning experiences and also impact their well-being. Drawing from personal narratives as a faculty member and vignettes compiled, I reflect on how my students engage with artificial intelligence powered tools such as plagiarism detection software, generative artificial intelligence, and AI-assisted writing platforms. Guided by Vygotsky’s Sociocultural Theory, particularly the view of learning as mediated by tools and social interaction, the chapter situates students’ struggles within a broader socio-educational framework. It examines how artificial intelligence, while offering efficiency and support, often generates anxiety, self-doubt, and a diminished sense of ownership over learning. Reflections show that students lacked confidence in their abilities to use their cognitive thinking skills to solve complex problems due to overreliance on artificial intelligence. The paper concludes with suggestions for creating supportive academic environments where students feel empowered and not undermined by technological tools.

Authors:
Fatima AlMohsen, Zayed University, United Arab Emirates

About the Presenter(s)
Dr. Fatima Al Mohsen holds a Ph.D. in Management, Policy, and Leadership and interested in early childhood, field experience and internship program, teacher preparation and AI integration in the higher education.

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