AI-Enhanced Exam Preparation: Addressing Economic and Sustainability Challenges in Digital Transformation

Abstract

This research investigates the impact of gender and academic performance on the use of AI-powered tools for sustainable learning practices in higher education. Conducted with 90 students from November 27 to December 15, 2024, it explores how these factors influence digital tool usage patterns. The findings confirm that gender differences affect AI tool usage (H1). Female students frequently use AI tools for content comprehension and exam preparation, while male students, especially high achievers, focus on efficiency and problem-solving strategies. Academic performance also significantly influences tool utilization (H2). High-performing students leverage AI tools for refinement and productivity, while lower-performing students rely on them for foundational learning support. AI tools can foster sustainable learning by offering personalized educational assistance across varying performance levels (H3). However, disparities in usage patterns emphasize the need for inclusive strategies to ensure fair access to AI tools and educational support for all learners. To maximize benefits, students should be educated on effective, tailored use of AI tools aligned with their academic needs. Female students demonstrate strengths in conceptual clarity and exam preparation, while high-performing males focus on problem-solving efficiency. Limitations include a relatively small, gender-imbalanced sample, suggesting future research with larger datasets to better assess long-term impacts.

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