Dependency on Meta AI Chatbot in Messenger Among STEM and Non-STEM Students in Higher Education

Purpose – To understand the potential dependency of tertiary students regarding Meta AI in the academic context. Method – This descriptive cross-sectional study surveyed 872 tertiary students from public and private institutions in Luzon, Philippines. Demographic information and perceptions on Meta AI dependency based on existing literature were collected. Descriptive statistics were used to summarize the data and differences between STEM and non-STEM students were analyzed using the Mann-Whitney U test. Results – The results indicate a nuanced perspective on Meta AI chatbot use among students. While there is general disagreement with heavy reliance on the chatbot for academic tasks, psychological support, and social factors, there is moderate agreement on its technological benefits and academic utility. Students value the Meta AI convenience, availability, and problem-solving assistance, but prefer traditional resources and human interaction for academic and social support. Concerns about dependency risks and impacts on critical thinking are acknowledged, particularly among STEM students, who rely more on chatbots for academic purposes. This suggests that while Meta AI is a valuable resource, its role is complementary rather than transformative in educational contexts, with institutional encouragement and individual preferences influencing usage patterns. Conclusion - Students generally hesitate to rely heavily on meta-AI chatbots. This reflects a preference for traditional resources and independent problem-solving. While students acknowledge AI chatbots academic benefits and technological convenience, concerns about overreliance and its impact on critical thinking persist, particularly among STEM students, who appear more inclined to integrate these tools into their studies. Recommendations – Educational institutions should encourage the balanced use of AI chatbots by integrating them as supplementary tools while promoting critical thinking and independent problem-solving skills. Practical Implications – Despite students reporting limited reliance on Meta AI, educators and policymakers must proactively prepare for potential future dependency by developing forward-looking policies and continuously evaluating their impact on education.