AI in Higher Education: Effect on Student Competency and Independent Learning
Bafana Mariko Kobaba
*
Sokoine University of Agriculture (SUA), Morogoro Region, Tanzania.
Julius Kaju Lihega
*
Moshi Co-operative University, Moshi, Kilimanjaro, Tanzania.
Khelef Aley Khalfan
*
Sokoine University of Agriculture (SUA), Morogoro Region, Tanzania.
*Author to whom correspondence should be addressed.
Abstract
This study aimed at assessing the effect of AI use on students’ competency and independent learning in higher education. A systematic literature review approach was employed, where 24 peer-reviewed articles published from 2021 to 2025 were critically analysed. These articles were selected from Scopus, ERIC, and Google Scholar. The study findings indicated that, while AI tools like ChatGPT, Grammarly, and adaptive learning platforms enhance productivity, personalization, and accessibility, overreliance may hinder critical thinking, originality, and autonomous learning among students. In addition, 70% of reviewed studies reported a decline in students’ independent problem-solving skills, failure to cooperate fully in class discussions and debates with increased AI reliance. The study concludes that AI presents both opportunities and challenges in shaping academic competencies. Educational institutions should adopt balanced integration strategies that reinforce rather than replace human cognition. Finally, the study recommends that educators should design assignments requiring personal reflection, and critique of AI-generated outputs to evaluate independent competence.
Keywords: AI, higher education, student, competence, AI tools in learning, critical thinking