Learning with AI: Transformations of Learner Identity in Digital Educational Environments

Abstract

Generation Z is often portrayed as pragmatic and outcome-driven, positioning themselves more as passive learners than as active students. Their identity is closely connected to the belief that education is primarily a pathway to employment. This perception influences how they interact with Artificial Intelligence (AI) and digital tools, including their justification for utilizing AI in morally questionable ways. However, higher education cannot be reduced to mere acquisition or consumption. It also involves self-development, creative thinking, and aligning with a sense of purpose. This paper examines the learner identities present in higher education, explores students’ sense of purpose, and discusses the shifts required to encourage Generation Z to develop a more comprehensive view of education and to reinforce their sense of purpose. A quantitative research design was employed, collecting data from 200 participants. Analyzed data using SPSS revealed that the dominant learner identity is largely consumer-oriented and instrumental, although traits of adaptability, resilience, and collaboration coexist. A notable proportion of students reported uncertainty about their academic goals and personal purpose, while ethical and reflective engagement with AI tools was moderate.