Between support and dependence: AI tool usage in university assignments — a case study at Souk Ahras University

As artificial intelligence (AI) tools become increasingly integrated into academic life, their impact on student learning is raising important questions for educators and institutions. This study investigates the dependence of students on AI tools for completing academic assignments, using the student population of Souk Ahras University as a case study. With the rise of AI-driven applications like Grammarly and ChatGPT, students have greater access to real-time feedback, content generation, and editing assistance. To understand the extent and nature of this dependence, a questionnaire was randomly distributed to a diverse sample of students across disciplines. The data collected sheds light on how frequently students rely on AI for academic tasks, the perceived benefits in terms of quality improvement, and potential downsides, particularly in relation to the erosion of critical thinking and independent problem-solving skills. The findings suggest that while AI tools enhance technical precision and efficiency, they also pose risks to the development of essential academic competencies, offering valuable insights for educators aiming to strike a balance between technological support and skill cultivation.