Functional dependence on artificial intelligence at university level: An interpretation from a cognitive disruption perspective

Castro R.A.G.; Romero M.A.; Dill-Erva R.E.M.; Ancota N.D.Z. · RIED-Revista Iberoamericana de Educacion a Distancia (2026) · DOI: 10.5944/ried.47025

Resumen

The irruption of artificial intelligence (AI) in education not only optimizes academic tasks but also transforms educational practices and university learning. The present study analyzes functional dependence on AI as a change in the way academic work is approached and conceptualized. The results make it possible to propose an interpretative conceptual structure of this construct. The study was conducted using a qualitative approach, supported by the foundations and procedures of Grounded Theory. The methodology included semi-structured interviews with 265 undergraduate students from the Universidad Nacional Jorge Basadre Grohmann (Tacna, Peru). The data were processed in ATLAS.ti and analyzed through open, axial, and selective coding. The results reveal five dimensions of the AI dependence construct: (1) preference for use over traditional sources, (2) academic functionality, (3) creative and intellectual support, (4) critical competencies and quality control, and (5) operational technological need. The latter assumes the role of the central category, showing that the practical usefulness of AI is perceived as an indispensable tool for planning, drafting, and validating academic tasks. The emergent conceptual structure describes a transition from instrumental efficiency toward cognitive delegation and reduced critical autonomy, evidencing a structural change in university academic practices. These findings invite reflection on the implications for critical literacy and autonomous regulation in the academic use of AI. © (2026), (Ibero-American Association for Distance Higher Education (AIESAD)). All rights reserved.

Instituciones: Universidad Nacional Jorge Basadre Grohmann