Learning in the age of AI

The case of international graduate students in U.S. higher education

Authors

  • Rebecca Y Bayeck Utah State University
  • Stephen K. Ameko Utah State University

DOI:

https://doi.org/10.32674/svsfyd31

Keywords:

artificial intelligence (AI), international graduate students, AI collaboration, AI-mediated learning, adjustment;, new learning environment, learning

Abstract

International graduate students face unique linguistic, cultural, and academic challenges in U.S. higher education, and the increasing influence of artificial intelligence (AI) adds new opportunities and adjustments to their learning practices.  In this study, we examine how international graduate students interact with AI to navigate learning in their new environment. Findings show that students use AI in various ways as they navigate their new learning environment. These include using AI to summarize readings; proofread writings; help with their writing; adjust to the new learning environment; and collaborate with AI as a friend and learning companion. Though participants recognize that AI can be misleading, they still encourage its critical use. These findings reveal students engage in AI-mediated learning.

Author Biographies

  • Rebecca Y Bayeck, Utah State University

    Dr. Rebecca Y. Bayeck is an Assistant Professor of Instructional Technology & Learning Sciences at Emma Eccles Jones College of Education and Human Services at Utah State University, and a Research Associate at the University of Witwatersrand A dual-PhD. in Learning Design and Technology & Comparative International Education from Penn State University. Her research lies at the intersection of learning sciences, educational technology, literacy studies, AI, archives, black digital humanities, and the interdisciplinary field of game studies. She is also interested in how culture shapes learning and literacy practices in different environments. She is also a Research Associate in the Digital Arts department at the University of Witwatersrand in South Africa.

  • Stephen K. Ameko, Utah State University

    Stephen A. Ameko is a Doctoral Student and Graduate Instructor in the Department of Instructional Technology and Learning Sciences in the Emma Eccles Jones College of Education and Human Services at Utah State University. His research sits at the intersection of Learning, Instructional Technology, and Learning Sciences, with a focus on developing a scalable, evidence-based framework to mitigate digital distraction in technology-rich learning environments. He holds an MPhil and MA in Education, along with a BA in Political Science with Linguistics, from the University of Ghana. He is a HASTAC Scholar and a Konrad-Adenauer-Stiftung (KAS) Scholar, and a member of AERA, AECT, and CIES. Email: s.k.ameko@usu.edu

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2026-08-19

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Vol. 16 No. 18 (2026): Journal of International Students

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Research Articles (English, regular edition)

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Copyright (c) 2026 Rebecca Y Bayeck, Stephen K. Ameko

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Bayeck, R. Y., & Ameko, S. K. . (2026). Learning in the age of AI: The case of international graduate students in U.S. higher education. Journal of International Students, 16(18), 301-324. https://doi.org/10.32674/svsfyd31