Enhance students' AI literacy while alleviating excessive academic stress to reduce over-dependence on generative AI¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article's discussion recommends that educational practice address both protective and risk factors for AI dependence: "efforts should bemade toenhance students'AIliteracy,whilealsopayingattentiontoalleviatingexcessiveacademic stress on students, in order to reduce the excessive dependence of college studentsongenerativeAI." This strategy pairs AI-literacy instruction with stress reduction, grounded in the study's finding that AI literacy negatively and academic stress positively predicted dependence. It also emphasizes promoting responsible use of AI when introducing it into teaching.

Design Implications¶

Context¶

Requirements¶

• Requires AI-literacy instruction that builds critical evaluation of AI outputs, as the study's AI-literacy construct measured
• Requires attention to students' academic stress levels in courses that integrate AI tools

Constraints¶

• Grounded in a cross-sectional study of Chinese undergraduates in writing courses; the article does not report a tested intervention

Target Learners¶

• Chinese undergraduate students in academic writing courses

Target Learning Goals¶

• Responsible use of generative AI and prevention of excessive dependence in academic writing

Related Strategies¶

• Faculty development for GenAI-era teaching innovation should address professional identity, AI literacy, and teaching self-efficacy alongside knowledge
• Include AI literacy in the technology component of TPACK to address bias, hallucinations, and critical thinking with generative AI
• Integrate career adaptability cultivation and AI literacy with career planning in higher education curricula
• Reduce cheating holistically by enhancing perceived assessment purpose, fostering self-efficacy, and increasing perceived costs of cheating
• Integrate AI literacy instruction into study programs alongside responsible tool design
• Design AI literacy curricula that foster self-efficacy beliefs alongside technical skills to protect against overreliance
• Outline strategies and technological interventions to alleviate over-reliance and foster responsible use of AI dialogue systems

Examples¶

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Key Sources¶

• Liu L, Zhuang M and Wang J (2026). Are students dependent on AI in writing courses? Analyzing factors influencing dependence on generative AI through the I-PACE model. Front. Psychol. 17:1905037. https://doi.org/10.3389/fpsyg.2026.1905037