The Impact of Artificial Intelligence on University Students’ Learning Autonomy and Academic Engagement: Evidence from Vietnam

Abstract

The rapid development of artificial intelligence (AI) has significantly transformed students’ learning practices in higher education. AI tools such as ChatGPT, Gemini, Copilot, Grammarly, and AI-based learning platforms are increasingly used to support information searching, content summarization, assignment preparation, language correction, and self-directed learning. This study examines the perceived impact of AI on university students’ learning autonomy and academic engagement in Vietnam. A mixed-methods design was adopted, combining quantitative and qualitative data. Data were collected through a structured questionnaire distributed via Google Forms to university students who had experience using AI tools for academic purposes. The questionnaire included closed-ended questions measuring AI usage patterns, perceived usefulness, learning autonomy, and academic engagement, as well as open-ended questions exploring students’ experiences, concerns, and suggestions. Quantitative data were analyzed using descriptive statistics, including frequency and percentage calculations, while qualitative responses were analyzed using thematic analysis. The findings indicate that AI supports students by saving time, improving access to learning resources, enhancing independent learning, and increasing confidence in academic tasks. However, students also expressed concerns about inaccurate information, over-reliance on AI, reduced critical thinking, academic dishonesty, and data privacy. The study emphasizes the need for responsible AI integration in higher education through AI literacy training, clear academic integrity guidelines, validation protocols, and human-centered teaching strategies. The findings contribute to the growing literature on AI in education by highlighting both the benefits and risks of AI use in the Vietnamese university context.