Ghassan Aouad

The rapid proliferation of artificial intelligence (AI) tools has fundamentally transformed the learning landscape for Generation Z (born 1997–2012), the first cohort to experience AI as a native feature of their academic lives. While global discourse has largely focused on the disruptive potential of AI in education, empirical evidence regarding how Arab Gen Z learners specifically engage with these tools remains limited. This study investigates the AI-related learning behaviors and habits of undergraduate students at Abu Dhabi University (ADU), serving as a representative sample of higher education learners in the Arab world. Adopting a mixed-methods approach with a sequential explanatory design, the study combines quantitative survey data with qualitative insights from interviews to provide a comprehensive understanding of student-AI interaction. The research evaluates four interconnected dimensions: the types and frequency of AI tools used (such as ChatGPT and Microsoft Copilot); student attitudes toward academic integrity; the extent to which AI supports or undermines self-regulated learning and critical thinking; and students' perceived readiness for an AI-driven job market. The findings reveal how Gen Z learners in the UAE integrate AI into their academic routines, highlighting a notable tension between convenience-driven usage and the development of deep cognitive competencies. This paper argues that these behavioral patterns carry significant implications for curriculum design, assessment policy, and institutional governance across Arab universities. Building on this empirical evidence, the study proposes a set of policy recommendations aimed at enabling regional higher education institutions to harness the economic and creative potential of AI while cultivating academically resilient, critically thinking, and workforce-ready graduates.