Said Abubakar, Abdulkadir Jeilani, Mohamed Yusuf
This study investigates the impact of over-reliance on artificial intelligence (AI) in educational settings and its negative consequences on student learning, focusing on the moderating effects of ethical concerns and institutional policies. As students increasingly depend on AI tools, potential risks to critical thinking and engagement may arise. Understanding these dynamics is essential for educators and policymakers to develop strategies that mitigate the adverse effects of AI dependence. The research utilizes a quantitative approach, surveying undergraduate and postgraduate students from major universities in Mogadishu. A sample size of 226 participants was determined using G*Power for a linear multiple regression analysis. Findings reveal significant relationships between AI over-reliance, ethical concerns, and institutional policies, indicating that while AI can enhance educational experiences, its misuse poses risks, including diminished analytical skills and ethical dilemmas such as academic dishonesty and data privacy issues. The study highlights a gap between existing institutional policies and student confidence in their effectiveness, suggesting the need for improved communication and implementation. The regression analysis confirms that robust ethical frameworks and comprehensive policies can alleviate some adverse impacts of AI reliance. This research offers a novel contribution by empirically examining the moderating roles of ethics and institutional governance in a post-conflict higher education context, where AI policy infrastructure is still developing. Recommendations include promoting a balanced integration of AI tools, enhancing ethical awareness through workshops, and establishing clear institutional policies regarding AI usage. Furthermore, continuous evaluation of AI’s impact on learning outcomes is vital for fostering responsible educational practices and ensuring that technology enhances, rather than hinders, student learning.