The Impact of Artificial Intelligence on the Educational Activities of Bamyan University Students

Abstract

The present study aims to examine the impact of artificial intelligence (AI) on the educational activities of students at Bamyan University and to analyze the relationship between the use of AI technologies and various dimensions of education. This study is quantitative and applied in nature, and the data were collected through a standardized and structured questionnaire. The statistical population included students from various fields at Bamyan University, and a sample of 363 students was selected using stratified random sampling. The findings revealed that the average age of respondents was 22 years, all were male, and the majority were single with moderate familiarity with AI. The most used AI tools included ChatGPT, Google Translate, and educational software, although overall usage remained moderate and limited. Positive impacts of AI included increased access to educational resources, improved speed and accuracy in completing tasks, enhanced writing and analytical skills, and strengthened independent learning abilities, while its effects on motivation and self-confidence were limited. At the same time, concerns were noted regarding reduced reliance on traditional sources, technology dependence, decreased creativity, and the risk of academic dishonesty. Major barriers to effective utilization included lack of formal training, limited infrastructure, and the absence of ethical guidelines. Overall, the study indicates that AI has high potential to enhance the quality of learning and research, but its full and responsible use requires targeted training, infrastructural support, promotion of a culture of responsible use, and the development of practical policies.

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