The impact of Artificial Intelligence (AI) on high school students’ learning autonomy (a case study of high schools in Thai Nguyen Province)
DOI:
https://doi.org/10.64171/JAES.5.4.49-58Keywords:
Impact, Artificial Intelligence (AI), Learning Autonomy, High School Students, Thai NguyenAbstract
The article “The Impact of Artificial Intelligence (AI) on the Learning Autonomy of High School Students” examines the dual role of AI technologies in the educational context of Thai Nguyen. The study acknowledges that AI-through widely used tools such as ChatGPT and Canva Magic Studio-serves as a powerful assistant that enables students to access knowledge more rapidly and expand their creative capabilities. However, it also highlights a major concern: excessive reliance on AI may weaken students’ autonomy, independent thinking, and sense of responsibility in learning. In this study, learning autonomy is defined as the learners’ capacity to self-direct, self-regulate, and self-evaluate their entire learning process. The research identifies six specific components of learning autonomy in the context of AI use, including the ability to set personal goals, select appropriate AI tools, and apply AI creatively. Survey findings reveal that students’ overall level of learning autonomy is rated at a Moderately Good level (mean scores ranging from 2.35 to 2.70). The most notable weakness lies in the component “Self-monitoring and self-evaluating AI-assisted learning outcomes,” which received the lowest ratings from both students and teachers. This result indicates that many students still lack critical thinking skills and the ability to verify information effectively. In conclusion, the study argues that fostering learning autonomy is essential to ensuring that students can use AI responsibly and creatively while maintaining their own independent thinking in the era of rapid technological advancement.
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