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ASSESSMENT OF THE LEARNING DIFFICULTIES OF ECONOMICS STUDENTS: INVESTIGATING THE POSSIBLE WAYS OF MITIGATING THE DIFFICULTIES FOR IMPROVED ACADEMIC PERFORMANCE

ABSTRACT

This paper explores the emerging issue of AI-induced dehumanization, analyzing how the increasing integration of artificial intelligence into human-centered domains can diminish empathy, reduce individual autonomy, and foster systemic bias. One pressing issue is the phenomenon of AI induced dehumanization, where human beings are increasingly perceived, treated, or replaced in ways that strip them of agency, dignity, and individuality. As AI systems become more embedded in decision-making processes across sectors such as healthcare, education, and law enforcement, concerns arise about the erosion of human dignity and the loss of meaningful human interaction. Furthermore, it proposes a range of remedies, including ethical AI design, human-centered policymaking, and regulatory frameworks aimed at preserving human dignity. The evaluation underscores the need for a balanced approach that leverages AI's capabilities while safeguarding the core values of humanity. The study concluded that by addressing these learning difficulties holistically not only promotes better comprehension and retention among students but also paves the way for sustained academic improvement and greater interest in the discipline of Economics. The study also recommended that institutions should develop structured academic support systems, including remedial classes, tutorial sessions, and peer-assisted study groups specifically tailored for students experiencing learning difficulties in Economics.

Keywords: Learning Difficulties, Economics Students, Academic Performance

Francis M. Anthony, Ph.D. AND Chiekezi Chienyenwa. U.

INTERNATIONAL JOURNAL OF MODERN HEALTH SYSTEMS AND MEDICAL SCIENCES, VOL 3 NO. 1

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