Saudi Cultural Missions Theses & Dissertations
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Item Restricted The risk of artificial intelligence in academic: investigating students dependency on artificial intelligence for assignments and exams(Saudi digital library, 2025) Alnefaie, Rasil; Koutsoulis, MichalisArtificial intelligence (AI) tools like ChatGPT are experiencing rapid adoption in higher education institutions, which is changing students' approaches to academic work. The tools provide benefits through increased efficiency and improved accessibility but they create problems because students develop dependency which affects their academic performance. The research study investigates how much students depend on artificial intelligence for their academic tasks which include assignments and exams while assessing its effects on their cognitive abilities and academic honesty. The researchers used a quantitative research method to conduct a study which involved 100 University of Nicosia students who completed a structured questionnaire that measured their AI usage and cognitive effects and integrity risks and trust in AI. The research results show that many students need to use AI tools because they face difficult academic situations which create urgent deadlines. Many respondents reported negative effects on critical thinking, creativity, memory retention, and depth of learning. Respondents widely confirmed their worries about academic integrity issues which included plagiarism and decreased originality. Students demonstrate average trust in AI tools but they require both institutional guidelines and training to trust those systems fully. The research shows that academic performance receives assistance from AI tools yet students who depend too much on these tools lose crucial learning abilities therefore academic institutions need to implement responsible AI usage policies that achieve educational results.6 0Item Restricted Teacher's Perceptions of AI Tools in English Academic Writing Instruction(Saudi Digital Library, 2026) Alotaibi, Najla; Zhang, TerrenceThis research examines university-level instructors' perceptions of generative artificial intelligence (AI) applications, such as ChatGPT, in teaching academic writing. The study explores instructors' perceptions, interpretations, and adaptations regarding the challenges and opportunities of AI integration in their classes. This research relies on semi-structured interviews to examine how teachers use AI in their writing classes, their concerns about originality and academic integrity, and how they are adjusting their pedagogical practices to incorporate AI. The findings show that although teachers believe AI can enhance students' learning, they are also concerned about overreliance on technology and its impact on students' critical thinking. The study provides insights into the evolving role of AI in writing pedagogy and offers practical implications for incorporating AI into educational institutions without compromising academic integrity.14 0