ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION: SUPPORTING SELF-DIRECTED LEARNING AND STUDENT AUTONOMY

Year 2026, Volume: 27 Issue: 1, 275 - 290, 01.01.2026

Dumsani Wilfred Mncube , Mncedisi Christian Maphalala Rachel Gugu Mkhasibe

https://doi.org/10.17718/tojde.1668721

Abstract

Integrating artificial intelligence (AI) into higher education can revolutionise traditional learning paradigms by enhancing self-directed learning and fostering student autonomy. This systematic research paper examines the role of AI in supporting these educational shifts, analysing its impact on student engagement, personalised learning experiences and academic performance. Through a comprehensive review of existing literature, this study explores various AI-driven tools and applications that enable students to take greater control of their learning processes. The promise of AI in fostering student autonomy is significant, with key focus areas that include adaptive learning systems, AI-powered feedback mechanisms, and intelligent tutoring systems, all of which contribute to a more personalised and autonomous learning environment. The findings underscore AI’s transformative potential to reshape higher education, highlighting its ability to empower students through personalised learning pathways and cultivate essential 21st-century skills. This potential of AI to enhance students’ performance should instil a sense of optimism about the future of education.

Keywords

Artificial Intelligence , Self-Diected Learning , Higher Education , Student Autonomy , Adaptive Learning Technologies , Student Engagement

Ethical Statement

This study is purely a systematic review and there was no ethical clearance associated with it

Supporting Institution

University of South Africa

Thanks

We are grateful for your consideration should this article published in your journal

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