Impact of Artificial Intelligence on Student Autonomy and Identity: A Narrative Literature Review

Abstract

The rapid proliferation of artificial intelligence (AI) tools in educational settings has catalyzed significant scholarly interest in how these technologies reshape two fundamental dimensions of learner development: student autonomy and student identity. This narrative literature review synthesizes evidence from 30 peer-reviewed and scholarly works published predominantly between 2024 and 2026, examining the multifaceted ways in which AI-mediated learning environments influence learners' capacity for self-direction, independent decision-making, and the formation of their academic and personal identities. Drawing on studies conducted across diverse educational contexts (including higher education, secondary schooling, language learning, and creative disciplines), the review reveals a dual and often paradoxical relationship between AI integration and student development. On one hand, AI tools such as adaptive learning platforms, AI-powered feedback systems, and generative models like ChatGPT have been found to enhance student autonomy by offering personalized learning pathways, immediate feedback, and opportunities for self-regulated exploration. On the other hand, critical concerns have emerged regarding learner over-reliance, diminished critical thinking, erosion of epistemic agency, and the destabilization of learner identity when students navigate AI-assisted environments. The review further identifies tensions between productivity gains and identity coherence, and highlights the mediating roles of AI literacy, self-efficacy, and institutional context. Implications for educators, curriculum designers, and policymakers are discussed, alongside recommendations for balanced and ethically informed AI integration in education.