Social interaction plays an important role in the learning process in higher
education. Interactions with peers, professors, and other members of the academic
community contribute to students' cognitive and social development. Collaborative
learning environments foster critical thinking, problem-solving skills, and the exchange
of diverse perspectives, thereby enriching the overall learning experience. Additionally,
social interactions using AI technology can provide emotional support, motivation, and
a sense of belonging, which are important for academic success and mental well-being
in the learning process. However, in the Indonesian context, socioeconomic disparities
and social inequality can worsen social interactions when using AI in the learning
process. Students from marginalised communities or disadvantaged backgrounds may
face additional barriers to academic success, including limited access to educational
resources, educational media and technology, discrimination, and social exclusion.
These challenges can hinder their ability to fully engage in the learning process and
reach their academic potential. This study aims to examine the opinions of students in
higher education regarding the direct and indirect influence of financial education
literacy and social status, as well as the impact of social interaction using AI on
learning in higher education. The population of this research is Al Asyariah Mandar
University students’ class of 2023, with a population of 219 students. We randomly
selected 109 students as the sample. The instruments used were observations andquestionnaires, which were processed using IBM 26-version statistics. The data results show
that, from a sociological perspective, the influence of economic status and social
interaction on the learning process in higher education in Indonesia is a complex
problem with many aspects. Economic status often determines access to educational
resources, such as the availability of smartphones and quotas to access AI applications
for learning, as well as the choice of quality universities, tutoring, and educational
materials. Survey results show that although students with higher economic
backgrounds have access to better educational opportunities, in class they are required
to share with classmates who do not have laptops or smartphones. Lecturers determine
group division based on existing resources, including tutoring, private, and enrichment
educational programmes within the AI learning environment for students who are
falling behind, which can have a positive impact on their academic performance.
Students from lower socioeconomic backgrounds, on the other hand, may face financial
constraints that limit their access to educational resources, educational media, and
technology, potentially hindering their academic success, but they are highly motivated
to learn and actively engaged throughout the learning process through AI technology in
university. This research contributes to addressing the impact of economic status and
social interactions using AI on the learning process in higher education with a
comprehensive approach that recognises and addresses underlying social inequalities,
including the implementation of policies in higher education and programmes aimed at
reducing socio-economic disparities, and providing fair access. to educational
resources, fostering inclusive learning environments, and developing supportive social
networks within educational institutions that create a more equitable and conducive
learning environment for all students, regardless of economic background or social
status.
Keywords: AI technology , Financial literacy , Social status , Student social interaction , Sociological perspective.
