Copyright © 2026 Authors retain the copyright of this article. This article is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

@article{178898,
        author = {Dr. B. Raja},
        title = {The Role of Artificial Intelligence in the Diminution of Self-Regulated Learning Among Students: Consequences for Autonomy in the Digital Era},
        journal = {International Journal of Innovative Research in Technology},
        year = {2025},
        volume = {11},
        number = {12},
        pages = {4557-4566},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=178898},
        abstract = {The field of Artificial Intelligence (AI) has undergone remarkable advancements that have substantially altered the educational milieu by offering instruments that facilitate individualized learning experiences, augment academic feedback, and streamline administrative functions. The assimilation of AI technologies—encompassing intelligent tutoring systems, adaptive learning frameworks, and generative AI applications such as ChatGPT—has fostered more efficient and customized educational methodologies. Nonetheless, despite the apparent advantages presented by AI, there are emerging apprehensions regarding its prospective influence on students' cultivation of essential competencies, particularly self-regulated learning (SRL). SRL constitutes a fundamental repertoire of abilities that includes goal formulation, self-monitoring, reflective practices, and the capacity to modulate one’s cognitive and emotional processes throughout the learning journey (Zimmerman, 2002). These skills are indispensable for academic achievement, personal development, and lifelong learning, especially in an era characterized by escalating digital reliance.
In recent years, researchers and educational practitioners have articulated concerns that the ubiquitous deployment of AI tools within educational frameworks may unintentionally undermine students’ SRL proficiencies. Although AI can assist learners in navigating their academic responsibilities and providing instantaneous feedback, excessive dependence on such systems may curtail opportunities for students to engage in critical self-regulatory practices, including goal-setting, problem-solving, and self-evaluation. Consequently, students may evolve into passive recipients of information rather than active architects of their educational experiences, resulting in a deterioration of intrinsic motivation, analytical reasoning, and academic independence. Moreover, the mechanization of tasks traditionally undertaken by students—such as content generation, ideation, and problem-solving—has prompted inquiries regarding whether the cognitive engagement required for profound learning is being circumvented or diminished.
This investigation seeks to explore the correlation between the utilization of AI and the decline of SRL among students, particularly within the context of higher education. The study will analyze how the employment of AI tools correlates with alterations in students' involvement with SRL behaviors, including planning, temporal management, and self-monitoring. Employing a mixed-methods approach that integrates quantitative surveys and qualitative interviews, the research will evaluate students’ engagement with AI technologies in their educational practices, alongside their perceptions of how these instruments influence their autonomy and motivational states. Furthermore, the study will examine how the design attributes of AI and the contextual factors surrounding its application (e.g., course type, academic discipline) affect the extent to which students depend on these tools and their implications for SRL.
The relevance of this research resides in its capacity to guide the judicious integration of AI within educational settings. While AI possesses the potential to enhance learning outcomes through personalized support, this study underscores the necessity of striking a balance between technological facilitation and the encouragement of student autonomy. The findings will enrich the ongoing discourse surrounding ethical considerations of AI in education, yielding insights into how educators, institutions, and policymakers can harness AI technologies to promote, rather than impede, the development of self-regulated learning. By elucidating the conditions under which AI either bolsters or undermines SRL, this research will inform educational strategies that cultivate greater learner agency, critical thinking, and enduring academic success.},
        keywords = {},
        month = {May},
        }