GENERATIVE ARTIFICIAL INTELLIGENCE AND ITS IMPACT ON LEARNING INITIATIVE, CRITICAL THINKING, AND SELF-COGNITION OF CRIMINOLOGY STUDENTS IN GINGOOG CITY

Abstract

The increasing use of Generative Artificial Intelligence (GenAI) in higher education has changed how students learn, complete tasks, and access information. In criminology education, tools such as ChatGPT are used for concept clarification, writing support, and task completion. This study aimed to explore the lived experiences of criminology students in Gingoog City regarding their use of GenAI for learning and personal development. Specifically, it examined their experiences with AI, how AI shapes their learning initiatives, critical thinking, and self-awareness, and their aspirations for its future use. The study employed a qualitative phenomenological design. Data were gathered through in-depth interviews and analyzed using Braun and Clarke’s thematic analysis. The findings revealed that students viewed AI as a valuable academic support tool that helped them understand difficult concepts, improve writing, organize ideas, and reduce academic stress. However, they also experienced ethical tension, including guilt, reduced pride, and diminished ownership of AI-assisted outputs. While AI supports comprehension, idea generation, and reflection, excessive dependence on it may weaken learning initiative, critical thinking, and independent effort. Students also recognized AI’s limitations and practiced verifying its outputs. The study implies the need for a clear policy to promote the fair, responsible, and ethical use of AI in the Criminal Justice Program. This research was completed in July 2026.