Abstract

In university settings, ChatGPT and other generative AI tools are increasingly becoming popular resources for supporting student learning. These technologies can help learners quickly grasp concepts, generate ideas for developing written assignments, support practice, and improve expression. However, in a context where assessment is primarily product-based and academic pressure to complete tasks is high, students may also tend to use AI as a substitute for core intellectual activities such as reading comprehension, argument construction, academic writing, and problem-solving. This article proposes an analytical framework that distinguishes between two modes of AI use: “learning with AI,” in which AI supports the learning process, and “learning by proxy,” in which AI replaces a substantial part of that process. The article also identifies and describes several common forms of “learning by proxy” among university students.

Keywords: Academic integrity, academic skills, abuse, ChatGPT, generative AI, learning autonomy.