Beyond Convenience: The Role of AI Reliance in Shaping 21st-Century Skills of Higher Education Students

Artificial intelligence (AI)–generated tools such as ChatGPT, Bard, and Copilot have become increasingly integrated into higher education, transforming how students accomplish academic tasks. While these technologies provide convenience and efficiency, concerns remain regarding their influence on the development of essential 21st-century skills, particularly creativity, critical thinking, communication, and collaboration. This study examined the relationship between students’ reliance on AI-generated tools and the development of these 21st-century skills among undergraduate students at Negros Oriental State University. Using a quantitative descriptive–correlational research design, data were gathered from 35 pre-service teachers through a structured questionnaire. Descriptive statistics, Pearson Product–Moment Correlation, t-test, and Analysis of Variance (ANOVA) were employed to analyze the data. Findings revealed that respondents demonstrated a high level of reliance on AI-generated tools for academic purposes, particularly in brainstorming ideas, verifying information, and completing academic tasks. Students also generally agreed that AI positively contributed to their creativity, communication, collaboration, and critical thinking skills. However, moderate indicators suggested that students were not entirely dependent on AI technologies and still maintained independent learning practices. The study concludes that AI-generated tools can serve as valuable academic support systems when used responsibly and critically. Educational institutions are encouraged to establish guidelines promoting ethical AI use while strengthening independent thinking and higher-order cognitive skills.

artificial intelligence, AI reliance, 21st-century skills, creativity, critical thinking, communication, collaboration

1. Bauer, T. (2025). Artificial intelligence and higher education learning environments. Academic Press. [Google Scholar] [Crossref]

2. Campbell, R. (2025). AI-assisted writing and communication in higher education. Journal of Educational Technology, 18(2), 45–60. [Google Scholar] [Crossref]

3. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. [Google Scholar] [Crossref]

4. Fan, J., et al. (2025). Artificial intelligence and collaborative learning among university students. Educational Technology Review, 41(1), 22–38. [Google Scholar] [Crossref]

5. Fosnot, C. (2020). Constructivism: Theory, perspectives, and practice. Teachers College Press. [Google Scholar] [Crossref]

6. Garzón, A., et al. (2025). Generative AI in higher education: Opportunities and challenges. International Journal of Educational Research, 95(4), 112–126. [Google Scholar] [Crossref]

7. Holmes, W., et al. (2022). Artificial intelligence in education. Routledge. [Google Scholar] [Crossref]

8. Kasneci, E., et al. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. [Google Scholar] [Crossref]

9. Lee, M., et al. (2025). Cognitive offloading and critical thinking in AI-assisted learning. Computers & Education, 210, 104945. [Google Scholar] [Crossref]

10. Luckin, R., & Cukurova, M. (2021). Designing educational technologies for teaching and learning. British Journal of Educational Technology, 52(2), 345–357. [Google Scholar] [Crossref]

11. Marangunić, N., & Granić, A. (2021). Technology acceptance model: A literature review. Universal Access in the Information Society, 20(2), 257–269. [Google Scholar] [Crossref]

12. Mollick, E. (2024). Co-intelligence: Living and working with AI. Portfolio. [Google Scholar] [Crossref]

13. Mustafa, S., et al. (2024). AI-generated content and academic integrity concerns in higher education. Education and Information Technologies, 29(1), 101–118. [Google Scholar] [Crossref]

14. Prensky, M. (2021). Digital natives and technology-based learning. Educational Leadership Review, 16(3), 14–21. [Google Scholar] [Crossref]

15. Saavedra, A., & Opfer, V. (2021). Teaching and learning 21st-century skills. Phi Delta Kappan, 94(2), 8–13. [Google Scholar] [Crossref]

16. Trilling, B., & Fadel, C. (2021). 21st century skills: Learning for life in our times. Jossey-Bass. [Google Scholar] [Crossref]

17. UNESCO. (2021). Global education monitoring report. UNESCO Publishing. [Google Scholar] [Crossref]

18. US Department of Education. (2023). Artificial intelligence and future learning systems. U.S. Government Printing Office. [Google Scholar] [Crossref]

19. Venkatesh, V., et al. (2022). User acceptance of technology: Toward a unified view. MIS Quarterly, 46(1), 425–478. [Google Scholar] [Crossref]

20. Wei, X., et al. (2025). AI-enhanced learning and student engagement in higher education. Computers & Education, 211, 104980. [Google Scholar] [Crossref]

21. Wang, Y. (2024). Demographic factors influencing AI adoption among university students. Journal of Digital Learning, 12(1), 67–81. [Google Scholar] [Crossref]

22. Zhai, X., et al. (2024). Generative AI and cognitive engagement in higher education. Educational Psychology Review, 36(2), 201–220. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study