This study explores how university students adapt their information retrieval strategies with the use of AI-driven chatbots versus traditional information sources, situated within the context of modern digital learning environments. Through qualitative interviews and a comprehensive literature review, we investigate students' preferences and behaviors in academic settings.

Our findings indicate that while chatbots offer quick access to information, they require critical assessment to ensure academic integrity and enhance learning efficacy.

Importantly, students tend to use chatbots for preliminary inquiries but turn to traditional sources for detailed research, suggesting a complementary rather than substitutive role of AI in academic research.

The results highlight the necessity of balanced reliance on AI tools to prevent the potential degradation of deep learning processes. This study contributes to the understanding of digital information retrieval dynamics and suggests practical guidelines for integrating AI tools in educational frameworks that safeguard and enrich the educational quality. Recommendations for future research include investigating the long-term effects of AI on learning outcomes and establishing comprehensive strategies for the effective integration of AI into educational practices.