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Abstract
The increasing use of artificial intelligence in higher education has raised questions about its influence on
students’ academic behaviour, particularly their tendency to academic procrastination. However, limited
research has examined whether dependence on artificial intelligence is related to academic procrastination
among university students in Libya. This study investigated the relationship between artificial intelligence
dependence and academic procrastination among students at the Faculty of Languages and Translation,
University of Zawia. A quantitative research design was employed, and data were collected through a structured
questionnaire administered voluntarily to students from the English, Italian, French, and Arabic departments.
The questionnaire consists of two sections. The first section measures artificial intelligence dependence using the
scale developed by Morales-García and colleagues in 2024. The second section measures academic
procrastination using an adapted version of the Tuckman Procrastination Scale developed in 1991. The
participants were 102 from different departments. The collected data were analysed using R statistical software.
The results show no statistically significant relationship between artificial intelligence dependence and
academic procrastination. Pearson’s correlation reveals a very weak negative relationship between the two
variables, while Spearman’s correlation produces a similar non-significant result. These findings indicate that
artificial intelligence dependence is not significantly associated with academic procrastination. The study
concludes that artificial intelligence dependence alone does not determine academic procrastination and
suggests that other academic, motivational, and self-regulatory factors may play a more important role in
students’ decisions to delay academic tasks.