The Role of AI Writing Tools in Enhancing Self-Directed Learning in Civil Engineering Education

Abstract

The integration of artificial intelligence (AI) writing tools in higher education has expanded rapidly, particularly in engineering disciplines, however, their influence on students’ self-directed learning remains underexplored in developing country contexts. This study investigated the role of AI writing tools as catalysts for self-directed learning in civil engineering education, focusing on the perceptions and usage practices of students and faculty at the Polytechnic University of the Philippines. A descriptive–quantitative research design was employed using an online survey administered to 105 fourth-year civil engineering students enrolled in a thesis course and 15 full-time faculty members. The findings indicate that AI writing tools are widely adopted and frequently used for academic writing tasks such as brainstorming, outlining, drafting, and revision. Students reported learning-oriented motivations for AI use, including writing skill development, understanding feedback, and knowledge acquisition. Evidence of self-directed learning behaviors was observed, particularly in learning monitoring, reflective evaluation, and application of acquired knowledge. However, the results also revealed inconsistent application of self-regulated learning strategies, especially in goal setting, time management, and distraction control. Faculty members generally perceived AI writing tools as having a positive impact on academic writing, although a statistically significant difference was found between student and faculty perceptions. The study concludes that AI writing tools can support self-directed learning in civil engineering education when integrated through structured pedagogical frameworks. The findings emphasize the need for AI literacy, ethical guidelines, and instructional strategies that position AI tools as learning supports rather than substitutes for cognitive engagement.