University Students’ Reliance on Artificial Intelligence Tools and Its Relationship with Academic Achievement and Analytical Thinking

Abstract

This study aims to examine the extent to which students in the scientific faculties at the University of Derna rely on artificial intelligence (AI) tools and to analyze their relationship with academic achievement and analytical thinking. The study employed a descriptive-analytical correlational approach and was conducted on a sample of 209 students using a questionnaire consisting of two axes: the use of AI tools and faculty members’ attitudes toward this usage. The instrument’s validity and reliability were verified and reviewed by experts. Findings revealed that students’ use of AI tools reached 57.9%, indicating a high level of utilization, with statistically significant differences based on specialization but not on GPA. Results also showed a strong positive correlation between the use of AI tools and students’ analytical thinking. Faculty members emphasized the importance of using such tools under academic supervision and educational guidance. The study recommends directing students toward responsible and conscious use of AI, while enhancing the role of faculty members in guiding and monitoring this process to strengthen analytical thinking and academic achievement.