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TRUVACE RECORD VERSION
record: TRV-2026-0428
version: 1
kind: certified
reason: Certified into the record
timestamp: 2026-07-20T10:43:36.826952Z
status: published
lens: trace
sector: policy
headline: The role of over-reliance on AI in the negative consequences of student learning: The moderating effects of ethical concerns and institutional policies
dek: This study investigates the impact of over-reliance on artificial intelligence (AI) in educational settings and its negative consequences on student learning, focusing on the moderating effects of ethical concerns and institutional policies. As students increasingly depend on AI tools, potential risks to critical thinking and engagement may arise. Understanding these dynamics is essential for educators and policymakers to develop strategies that mitigate the adverse effects of AI dependence. The research utilize…
gain_title: AI tools can enhance educational experiences for undergraduate and postgraduate students when integrated in a balanced way.
problem_title: Over-reliance on AI tools is associated with diminished analytical skills, reduced critical thinking and engagement, and ethical risks including academic dishonesty and data privacy issues.
trace_subject: AI use and over-reliance among university students in Mogadishu and its effects on learning
gain_reading: AI tools can enhance educational experiences for undergraduate and postgraduate students when integrated in a balanced way.
gain_evidence: while AI can enhance educational experiences
problem_reading: Over-reliance on AI tools is associated with diminished analytical skills, reduced critical thinking and engagement, and ethical risks including academic dishonesty and data privacy issues.
problem_evidence: potential risks to critical thinking and engagement may arise | its misuse poses risks, including diminished analytical skills and ethical dilemmas such as academic dishonesty and data privacy issues
quick_read: Researchers surveyed 226 undergraduate and postgraduate students at major universities in Mogadishu to examine how over-reliance on AI relates to learning outcomes, and how ethical concerns and institutional policies moderate that relationship.

The findings matter because they provide empirical evidence from a post-conflict higher education system where AI governance is still developing, showing both learning benefits and risks to analytical skills and academic integrity, while leaving open how generalizable the results are beyond this context and whether improved policy communication will change student behavior.
limitation: Findings are bounded to a specific population and context of 226 students in Mogadishu and a developing policy environment, limiting generalizability.
tag: Automated dual reading
key_points: Quantitative survey of 226 undergraduate and postgraduate students from major universities in Mogadishu using G*Power for linear multiple regression. | Findings show significant relationships between AI over-reliance, ethical concerns, and institutional policies. | Study identifies gap between existing institutional policies and student confidence in their effectiveness.
rundown: The study surveyed 226 undergraduate and postgraduate students from major universities in Mogadishu, using G*Power to determine sample size for linear multiple regression analysis.

Regression results indicate that robust ethical frameworks and comprehensive institutional policies can alleviate some adverse impacts of AI reliance, but students report low confidence in current policy effectiveness.

Authors recommend balanced integration of AI, ethical awareness workshops, clear institutional policies on AI usage, and continuous evaluation of AI impact on learning outcomes.
sources:
- peer_reviewed | Cogent Education | https://doi.org/10.1080/2331186x.2025.2591503 | 2025-12-02
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