Effect of Mindful Use of Artificial Intelligence Tools on Students’ Self-Sufficiency, Higher-Order Thinking Skills, and Academic Confidence

Abstract

The rapid integration of Artificial Intelligence (AI) tools in higher education has transformed the educational experiences of university students worldwide. Applications such as ChatGPT, Grammarly, and Google Gemini are increasingly used for academic writing, problem solving, content generation, and personalized learning support. Despite the educational advantages of AI, excessive dependence on these technologies may negatively influence students’ cognitive independence and academic growth. Therefore, the present study investigated the effect of mindful use of AI tools on university students’ self-sufficiency, higher-order thinking skills (HOTS), and academic confidence in Pakistani universities. A quantitative correlational research design was employed. Data were collected from 400 university students selected from public and private universities in Lahore, Pakistan. A structured questionnaire was used to measure mindful AI use, self-sufficiency, HOTS, and academic confidence. Statistical analysis was conducted through SPSS using descriptive statistics, One-Way ANOVA, Pearson correlation, and linear regression analysis. The findings revealed that students demonstrated a moderate level of mindful AI use. Results further indicated a significant positive relationship between mindful use of AI and all three dependent variables. Students who used AI tools reflectively and ethically exhibited greater independence in learning, stronger analytical and creative thinking abilities, and higher academic confidence. Regression analysis confirmed that mindful AI use significantly predicted self-sufficiency, higher-order thinking skills, and academic confidence. The study contributes to the growing literature on AI in education within a developing country context where empirical evidence remains limited. The findings suggest that universities should integrate AI literacy, ethical AI practices, and mindfulness-based digital learning strategies into higher education curricula. Such initiatives can help students utilize AI responsibly while preserving self-sufficiency, higher order thinking skills and academic confidence.