The Impact of Artificial Intelligence on Academic Performance and Learning Strategies among 21st-Century South African University Students
Billy James Chavalala 
Issue: Vol. 6 No.12 Article 27 pp. 3257 – 3270
DOI: https://doi.org/10.38159/ehass.202561227 | Published online 28th November, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This study examined the impact of artificial intelligence (AI) on academic performance and learning strategies among university students in the 21st century. The purpose was to explore how AI tools influenced students’ study habits, engagement, and overall academic outcomes. A mixed-methods approach was employed, involving quantitative surveys distributed to 300 students across South African Universities and qualitative interviews with 30 participants to gain deeper insights into their experiences with AI-assisted learning. Findings revealed that AI integration significantly improved academic performance by providing personalized learning experiences, instant feedback, and adaptive study plans. Students reported increased motivation and efficiency, often utilizing AI-driven platforms for time management, problem-solving, and knowledge retention. However, challenges such as overreliance on AI and reduced critical thinking were also noted. The study recommended balanced AI usage alongside traditional learning methods to maximize benefits while minimizing dependency. In conclusion, AI emerged as a transformative tool shaping learning strategies and enhancing academic success among university students, though it necessitated careful implementation to foster critical cognitive skills. The study contributes to scholarship by bridging gaps in understanding AI’s practical effects on higher education learners, offering empirical evidence to guide educators, policymakers, and technology developers in designing effective AI-based educational interventions.
Keywords: Artificial Intelligence, Academic Performance, Learning Strategies, University Students
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Dr. BJ Chavalala is a Senior Lecturer at the University of Limpopo, specializing in Language Methodology. Dr BJ Chavalala has made significant contributions to the development of DLE modules, supervision and projects. He has worked with different stakeholders like PenSalb, DBE Exam committee as a researcher and Language Laboratory researcher to mention a few. In addition to his professional work, Dr BJ Chavalala is passionate about the less privileged and always ready to make them future leaders. He has also written books, book chapters and lot of articles.
Chavalala, Billy James. “The Impact of Artificial Intelligence on Academic Performance and Learning Strategies among 21st-Century South African University Students.” E-Journal of Humanities, Arts and Social Sciences 6, no. 12 (2025): 3257 – 3270, https://doi.org/10.38159/ehass.202561227.
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
