Students in the AI Age

Abstract

The rapid integration of artificial intelligence (AI) into higher education is transforming how students access information, solve problems, and engage with learning. While AI offers significant benefits, concerns have emerged regarding cognitive dependency, reduced critical thinking, and diminished intellectual autonomy. This chapter examines the implications of AI-mediated learning for economics students, whose academic development depends on analytical reasoning, model-based thinking, and critical evaluation. Drawing on Cognitive Offloading Theory, Dual-Process Theory, Self-Regulated Learning Theory, Automation Bias, and Neuroplasticity, the chapter proposes the AI-Cognitive Dependency and Growth Framework (AI-CDGF). The framework explains how AI engagement can lead to either cognitive dependency or cognitive growth, providing guidance for responsible AI-supported learning in higher education.