Tools such as ChatGPT, Google’s Gemini, Microsoft’s Copilot and others have transformed the learning landscape in recent years, offering students assistance with everything from homework to preparation for exams. These generative AI chatbots, powered by large language models and novel algorithms, can provide instant answers, assist with essay-writing, and even offer personalised tutoring. Few in education doubt that AI opens a wealth of opportunities, but its integration into student life has also raised pressing concerns. Critics argue that the negative consequences of students’ over-reliance on AI may outweigh the benefits of AI in education.
Critical thinking is like Wi-Fi—you don’t notice it until it’s not there
One of the most common, and perhaps most alarming, criticisms against students using AI revolves around its potential to erode critical thinking skills. Undoubtedly, AI platforms can quickly solve maths problems, suggest edits to essays, and spit out summaries of complicated topics. Yet, these conveniences might be coming at a cost. Students who once struggled miserably with problem-solving have found a convenient shortcut in AI. They have saved time and pain, but deprived themselves of the intellectual rigour required to truly understand subjects beyond a superficial level.
“They’re wasting their money and their time if they aren’t using university to learn”, said Irene Glendinning, head of academic integrity at Coventry University. “In my subject of computer science, AI tools can generate code but it will often contain bugs. You can’t debug a computer program unless you understand the basics of programming.”
Research supports these concerns. A 2024 study, conducted by researchers at the University of Pennsylvania, found that students given access to ChatGPT before completing practice maths problems performed worse on later maths tests compared to students without access to the AI chatbot.
Consistent with prior work, our results show that access to GPT-4 significantly improves performance (48% improvement for GPT Base and 127% for GPT Tutor). However, we additionally find that when access is subsequently taken away, students actually perform worse than those who never had access (17% reduction for GPT Base). (Source: Generative AI Can Harm Learning)
The more students outsource their thinking to AI, the less capable they may become of engaging deeply with challenging material.
The age old issue of plagiarism
The issue of academic dishonesty has always been a concern in schools, but AI has amplified it significantly. We now live in a world where widely available tools can write essays in seconds, with minimal input from users – it’s no surprise that these tools tempt students to submit work that isn’t their own, especially when their peers are doing the very same. Schools across the world are now grappling with how to address AI-generated assignments, many of which look original but skirt the line between authentic student effort and wholesale plagiarism.
“It’s difficult for teachers to tell whether an essay was written by a student or made by AI”, said John McCarthy, a high school English teacher in New York. “These [students] are submitting assignments that are technically accurate in many cases, but lack the personal touch [or] nuanced understanding we typically expect. It’s a form of ghostwriting by machine.”
This new form of academic dishonesty presents one of the largest challenges schools have faced in modern times. Institutions are scrambling to implement AI-detection tools, but AI advancements make it increasingly difficult to distinguish human-written content from machine-generated text. An increasing number of tools exist specifically to help writers avoid AI detection, by rewording and obfuscating AI-produced text. In addition, scholars have raised the alarm over AI detectors’ possible bias against non-native English speakers. Regardless, the ethical concerns go beyond mere cheating; students may lose a sense of academic integrity and the value of honest work.
Goodbye, creativity. Farewell, original thought!
One of the more subtle drawbacks of AI in schools and universities is the hit to creativity. As students turn to AI for their essays, their physics problems, their calculus homework, their project ideas, they’re liable to quickly fall into patterns that lack originality.
AI tools are trained on existing data, which means their outputs are based on past knowledge, often replicating what’s already known or written. AI chatbots can combine existing ideas in novel ways, on cassion, but they aren’t capable of genuine innovation or the out-of-the-box thinking that marks true creativity.
Naturally, this has wider implications for students preparing for careers in fields where original thought is highly valued, such as the arts, scientific research, entrepreneurship, etc. By relying on AI, they’re hurting their ability to think creatively and critically; these are vitally necessary skills for anyone who wants to stand out in these competitive arenas.
AI and the educational divide
A number of scholars have voiced worries that AI’s rise in education could widen the existing educational divide. Affluent students in well-funded schools will probably enjoy access to advanced AI tools, but students from lower-income families or underfunded schools may not. The disparity in access could exacerbate the gap between high- and low-performing students, creating an uneven playing field for years to come.
In this context AI could become another factor reinforcing inequality, giving some students a significant advantage over others. AI, which promises to democratise education, might instead deepen the educational chasm.
We need balance
At this stage, it’s plain to most that AI holds undeniable potential to enhance education. Yet its unregulated use could have major unintended consequences. From diminished critical thinking skills to ethical concerns and reduced creativity, the drawbacks of over-reliance on AI are becoming more evident by the day. For education systems to fully benefit from AI, there must be a conscious effort to balance the use of technology with traditional learning methods that foster deep, independent thinking. There must be change.
As AI continues to evolve, the onus is on educators, policymakers, and students themselves to ensure that these tools complement—rather than replace—the foundational elements of a solid education.
