The role of artificial intelligence in students’ educational and research activities: assistant or substitute for independent thinking?

Abstract

AI technologies are now a key constituent in programming the organization of students' learning and research activities in digitalizing higher education. Generative AI systems, notably ChatGPT and similar tools, have been widely used for information retrieval, preliminary material analysis, text composition, and scientific idea structuring. However, while their increased use has opened many new opportunities for learning, their very openness has raised intensified scientific discussions about pedagogical efficacy, impacts on students' independence, and critical thinking development. Therefore, a broad discussion of AI's role in the academic ecosystem is number one in virtually any modern research agenda. This paper discusses students' use of AI and its role in developing research thinking. The study's empirical basis includes data obtained from a questionnaire survey collected from ten third-year students of the Geography–History program. Data obtained through the survey indicates that the students consider the AI tool; they actively use it: 60% of respondents regularly, and 40% periodically. The main areas of application for respondents are information searching and analysis (80%), text preparation (50%), and research planning (10%). The survey results suggest that 90% of respondents consider AI to be a tool that helps one to analyse information. At the same time, 80% of respondents believe that increased use of AI affects the independence of one's thinking. The findings indicate a twofold role of AI in the academic process: it is a very effective assistant tool in conducting research and cultivating a culture of responsible, critical, and ethical use.