The rapid advancement of Generative Artificial Intelligence (GenAI) is transforming the landscape of higher education by reshaping how students access, process, and produce knowledge. This study examines the impact of GenAI tools on self-directed learning (SDL) among higher education students, with a focus on learner autonomy, critical thinking, and academic practices. Adopting a qualitative approach based on secondary data, the study reviews recent literature to analyze patterns of student interaction with AI-powered tools such as ChatGPT and similar platforms. The findings indicate that GenAI enhances learning by providing instant feedback, personalized support, and improved accessibility, thereby fostering independent learning. However, the study also identifies significant concerns, including over-reliance on AI, reduced cognitive engagement, risks to academic integrity, and challenges in evaluating the credibility of AI-generated content. The results highlight a dual impact, where GenAI acts both as an enabler and a potential disruptor of self-directed learning. The study concludes that while GenAI holds strong potential to support SDL, its effectiveness depends on responsible usage, critical evaluation skills, and institutional frameworks. It emphasizes the need for AI literacy, clear academic policies, and redesigned pedagogical strategies to ensure that AI integration enhances rather than undermines independent learning.
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