A Conversation about the Agency Gap in AI-Assisted Higher Education

This study investigates the "agency gap" in higher education, which refers to the difference in learning outcomes between students who actively control AI tools and those who use them passively. Through a comparative analysis of university students in the United Kingdom and China, the research demonstrates that when learners maintain high levels of personal initiative and oversight, they engage in much deeper reflective practice. This reflection acts as a vital cognitive bridge that leads to improved critical thinking rather than a simple reliance on automated answers. The findings suggest that contextual factors, such as local educational traditions and AI literacy, influence how students perceive their own academic competence and technical confidence. Ultimately, the research argues that educators should prioritize process-oriented assessments that encourage students to act as pilots of technology rather than passive passengers.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.