The Impact of Artificial Intelligence on Postgraduate Students’ Learning Behaviour

Abstract

This study utilizes the Technology Acceptance Model (TAM) to evaluate the Information-Seeking Behaviour of Postgraduate Students. This study investigates the transformative impact of Artificial Intelligence (AI) on the learning behaviour of postgraduate (PG) students, a prominent educational hub in Central India. As generative AI tools like ChatGPT, Gemini, and specialized research assistants become ubiquitous in higher education, understanding their influence on cognitive and behavioural engagement is critical. The literature review reveals a significant shift toward autonomous, self-directed learning, with over 80% of respondents utilizing AI for research synthesis, complex concept simplification, and writing assistance. While the integration of AI has notably enhanced learning efficiency and academic productivity, the study also highlights emerging challenges such as algorithmic over-reliance, concerns regarding academic integrity, and a potential decline in deep critical thinking. Furthermore, a digital divide exists, where AI literacy acts as a moderating factor in academic performance. This research concludes that while AI serves as a powerful "learning co-pilot," institutional frameworks must evolve to provide structured AI literacy training, ensuring ethical usage and the preservation of core analytical skills in the postgraduate curriculum.