Аннотация
The proliferation of generative artificial intelligence is significantly transforming the higher education environment and the ways in which students’ learning activities are organized. The aim of this study is to examine the characteristics of generative artificial intelligence use in the educational process, as well as to analyze its impact on students’ learning behaviors, thinking, and independence, and on their strategies for completing academic assignments. The study was conducted using a qualitative approach with semi-structured interviews. Eleven students from various majors participated in the study. The data collected were analyzed using thematic analysis. The results of the study showed that generative artificial intelligence has become an integral part of students’ daily learning experience. ChatGPT and other AI tools are actively used to search for information, understand complex topics, complete assignments, and optimize the learning process. Various strategies for students’ interaction with AI were identified, ranging from using it as an assistant to completing academic assignments. However, the results showed that generative artificial intelligence affects students’ cognitive abilities. Many respondents noted a decline in independent thinking, a tendency to immediately turn to ChatGPT before completing an individual assignment, and a gradual dependence on artificial intelligence tools. It was also found that the use of generative artificial intelligence is gradually becoming a daily habit for students in the learning process. The practical significance of this study lies in the need to develop educational approaches aimed at fostering independent thinking, critical analysis of information, and the responsible use of generative artificial intelligence in higher education.