Navigating the Relief Paradox: Harnessing AI in Education for Quality Learning (SDG 4) Among IT Students
Abricam S. Tinga
a
,
Valerie Vanessa M. Madajas
b
,
Suzette Crisostomo
b
,
Ronel F. Ramos
a
,
Mark Frederick V. Salonga
b
,
Victoria M. Reyes
b
a FEU Institute of Technology, Manila, Philippines
b La Consolacion University Philippines, Bulacan, Philippines
2025 IEEE 15th International Conference on System Engineering and Technology (ICSET), (2025), pp. 352-357
Abstract: Artificial Intelligence (AI) is reshaping higher education by streamlining tasks, supporting personalized learning, and enhancing student engagement. Yet, these benefits coexist with risks of dependence, reduced critical thinking, and inequities-a duality termed the relief paradox. This study examined the perceptions of 138 IT students at FEU Institute of Technology to explore how they experience both the relief and paradoxical burdens of AI in education, with attention to Sustainable Development Goal 4 (SDG 4) on inclusive and equitable quality education. Using a descriptiveanalytic design, validated survey instruments, and both descriptive and inferential statistics, results showed that students generally recognized AI's potential to reduce workload and improve inclusivity, while also expressing concern over ethical issues and overdependence. The study underscores the need for balanced integration of AI in education, offering recommendations for curriculum, policy, and capacity-building to ensure responsible adoption.