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The Role of AI in Supporting Self-Regulated Learning among International University Students in China

Author

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  • Zamzam Mohamed Daher

    (Department of Artificial Intelligence in Education Central China Normal University, 152 Luoyu Road, Hongshan District, Wuhan, Hubei Province, 430079, PRC)

  • Humed Mahmud Abdela

    (Department of Curriculum and Instruction, Central China Normal University, 152 Luoyu Road, Hongshan District, Wuhan, Hubei Province, 430079, PRC.)

Abstract

The rapid adoption of artificial intelligence (AI) in higher education has changed the way students engage in self- regulated learning (SRL). Yet, little is known about the role of AI in promoting self-regulated learning experiences for international students in China who might face unique cultural and language challenges. To understand the impact of AI tool users’ effectiveness and efficiency in the process of self- regulated learning (SRL) during the planning, monitoring, and reflection stages, a cross-sectional study was conducted with 199 international students on the use of AI tools in self-regulated learning (SRL) on international students' autonomous learning in Chinese universities. Descriptive statistics with correlations and linear regression analyzes were also used to understand the data. The Study’s results showed that AI platforms such as ChatGPT and Grammarly are used extensively, with AI-powered planning, monitoring and reflection significantly predicting perceived academic benefits and explaining 55.8% of the variance in outcomes. The participants further reported improved autonomy and efficiency, nevertheless they also cited challenges such as language barriers, cultural mismatches and the risk of over-reliance on AI tools. These findings highlight the dual role of AI both as a facilitator and potential barrier to SRL. The results advocate that AI tools should be integrated deliberately into learning with support systems that facilitate profound reflection and critical examination, rather than superficial reliance on the AI tools. Most important, the study suggested educational institutions to foster responsive AI systems that can assist diverse international student populations, with the help of AI literacy professional development in order to equip students with the skill to appropriately use these tools in appropriate and ethical manner.

Suggested Citation

  • Zamzam Mohamed Daher & Humed Mahmud Abdela, 2025. "The Role of AI in Supporting Self-Regulated Learning among International University Students in China," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3s), pages 7227-7239, September.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-3s:p:7227-7239
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    References listed on IDEAS

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    1. Xuesong Zhai & Xiaoyan Chu & Ching Sing Chai & Morris Siu Yung Jong & Andreja Istenic & Michael Spector & Jia-Bao Liu & Jing Yuan & Yan Li & Ning Cai, 2021. "A Review of Artificial Intelligence (AI) in Education from 2010 to 2020," Complexity, Hindawi, vol. 2021, pages 1-18, April.
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