The impact of technology dependency in higher education: A critical examination of cognitive, behavioural and societal outcomes

This body of comprehensive research, investigates the multifaceted impacts of technology, particularly Artificial Intelligence, in higher education, exploring concerns such as diminished critical thinking, reduced knowledge retention, and declining interpersonal skills among Gen Z students. It critically assesses whether current tech-dependent educational models are "dumbing down" students and examines the potential benefits of re-embracing traditional methodologies. The study also delves into global implications, scrutinising the technological dependency observed in Asian nations' higher education systems and considering the preparedness of students for a potential global system failure in AI. The paper ultimately proposes a balanced pedagogical model that integrates essential AI literacy with robust foundational skill development, drawing insights from international examples and advocating for policy revisions to ensure academic excellence and societal resilience. Ultimately, this research advocates for a proactive, rather than reactive, approach to technology integration in higher education, urging policymakers and educators to consider the long-term cognitive and societal consequences of unchecked digital reliance. This includes a rigorous examination of the ethical implications of AI in learning, ensuring that its application does not inadvertently foster dependency or compromise intellectual autonomy. This critical analysis will also address the observed aggressive behavioural patterns in Gen Z when devices are removed, linking this phenomenon to potential psychological dependencies cultivated by constant digital engagement. Furthermore, the paper explores the subtle infantilization of students within higher education, where an over-reliance on technological aids may inadvertently foster a passive learning posture and reduce the imperative for independent thought and critical inquiry.