Impact of AI Tools On Students' Learning and Academic Integrity: A Case Study At Africa University.

Abstract

This study examined the impact of artificial intelligence tools on students' learning experiences and academic integrity at Africa University. Using a mixed-methods approach combining quantitative surveys and qualitative interviews, the research investigated AI tool usage patterns, effects on critical thinking skills, and access disparities among students. The findings revealed widespread AI adoption across all academic disciplines, with 77.1% of students using these technologies weekly or daily and 89.4% reporting improved academic performance. However, 63.5% simultaneously expressed concerns about negative impacts on critical thinking development, revealing a significant tension between performance enhancement and cognitive skill development. Substantial disciplinary variations emerged, with engineering students showing the highest usage rates (57.9% daily) compared to social sciences students (22.7%), reflecting different epistemological traditions. Concerning academic integrity, 47.1% of students reported using AI detection evasion tools despite limited awareness of institutional policies. Qualitative analysis uncovered sophisticated metacognitive strategies employed by high-achieving students to balance AI benefits with cognitive development, while also documenting concerning patterns of unequal access to AI tools based on socioeconomic factors. The study contributes to the emerging literature on AI in higher education by providing empirical evidence from an African context and concludes with strategic recommendations for educational institutions, emphasizing comprehensive policy development, discipline specific pedagogical approaches, enhanced digital literacy initiatives, and equitable resource distribution to ensure AI tools serve as facilitators of educational innovation within an ethical, inclusive framework.