The Transformation of Social Interaction Through Digital Technology and Its Implications for Social Cohesion in Rural Communities in Central Java

Abstract

This study aims to explore students’ experiences in using generative artificial intelligence (AI) in the learning process in higher education, particularly in relation to learning practices, academic integrity, and critical digital literacy. This research employed a qualitative approach with a descriptive phenomenological design. Data were collected through semi-structured interviews, limited observation, and documentation involving 10–15 active students who had used generative AI tools such as ChatGPT, Gemini, Copilot, or similar applications for academic purposes. The data were analyzed using thematic analysis through data condensation, data display, and conclusion drawing. The findings reveal four main themes: generative AI as a learning companion, pragmatic use for completing academic tasks, ethical ambiguity regarding academic integrity, and the need to strengthen critical digital literacy. These findings show that students do not merely use AI as a technical tool, but actively interpret, negotiate, and justify its use within their academic context. The study contributes to a deeper understanding of generative AI as a socially constructed academic practice shaped by learning needs, institutional norms, lecturer expectations, and peer culture. The findings imply the need for clear institutional guidelines, reflective assessment design, and systematic AI literacy development in higher education. Future research may involve lecturers’ perspectives or compare AI use across disciplines to broaden understanding of ethical and pedagogical AI integration