Artificial Intelligence, Students, and Educational Management: A Contemporary Analysis

Abstract

This paper explores the impacts of the use of Generative Artificial Intelligence (Gen AI) tools on students, the patterns of their use, the purposes, and potential effects on academic behaviour and learning. The increasing presence of AI-based apps is driving students to constantly use Gen AI systems to assist them with homework, develop content, conduct research, and explain concepts. On the one hand, these tools significantly improve efficiency, accessibility and personalised learning, but on the other hand, they are also associated with problems of academic integrity, over-reliance and the development of critical thinking skills. It is founded on a survey distributed to students to obtain primary feedback concerning their impressions and perceptions on how generative AI is applied in a classroom. The survey will examine the frequency of AI utilization, academic activities, and the purpose of AI, and the perception of the benefits and disadvantages by the students. The students provide valuable information on the impacts of these technologies on their study behaviours, learning performance, and engagement of their brains due to their status as the prime users of the Gen AI tool. Based on the results, most students regard generative AI as an effective learning tool in enhancing understanding and time-saving. However, the reduction in originality, reliance on the content created by AI and damage to problem-solving ability are also of concern. The paper highlights the importance of using AI responsibly and focuses the attention on duality of generative AI in education. To ensure that the Gen AI tools are integrated in the education system in a manner that facilitates learning without undermining intellectual growth and academic honesty.

DOI: https://doi-ds.org/doilink/04.2026-71773491