During the International Telecommunication Union (ITU) AI for Good Global Summit in Geneva on July 8, 2025, a technician was seen working on the electronics of Jules, a humanoid robot developed by Hanson Robotics. This robot makes use of artificial intelligence technology (Photo by Valentin Flauraud / AFP).
As we reflect on the intersection of technology and education, it's clear that there are no instant solutions. For instance, when calculators were first introduced, there was significant concern that they might replace critical thinking skills. In more recent times, apprehensions have shifted towards smartphones. Historically, however, the introduction of each new technology has not significantly enhanced education nor has it harmed it, suggesting that technology primarily amplifies differing student capabilities rather than acting as a solution.
Earlier this year, Rose Horowitch's article in The Atlantic, titled "The end of reading is here," pointed out alarming trends among students at the University of California, who seem to have gaps in their mathematical skills despite gaining admission to prestigious institutions. This decrease in reading habits poses a troubling issue because engaging with great literature is essential not just for enhancing writing skills, but also for developing critical thinking.
With the rising prevalence of AI in education, challenging questions arise. James Flynn, renowned for his observations about the increasing complexity of society and its relationship to IQ, posited that humans grow smarter by exercising their cognitive abilities. The key query is whether AI will enhance this mental training or contribute to laziness. Author Ted Chiang illustrated his skepticism in "Why A.I. isn’t going to make art," comparing the use of ChatGPT for academic assignments to introducing a forklift in a gym—effectively hindering cognitive growth.
Recent studies support Chiang's assertions. The first study, "ChatGPT as a cognitive crutch," published in a peer-reviewed journal by researcher Andre Barcaui, conducted a randomized trial to assess the effects of ChatGPT on knowledge retention among college students. Participants were divided into those utilizing AI for assistance and those studying conventionally, with a surprise retention test scheduled 45 days post-study. Findings revealed that students who employed ChatGPT scored significantly lower on the retention test (57.5% correct) compared to their traditionally studying peers (68.5% correct), suggesting that unrestricted AI use diminishes long-term memory retention by lowering the mental effort required for durable learning.
The second study, titled "The generative AI learning penalty," is still in the working paper stage and was authored by David Stromberg, Victor Lei, and Yanhui Wu. Their research involved 30 months of data from 26,811 Chinese students in grades 7-12. They investigated how generative AI influenced homework productivity and overall learning outcomes through a difference-in-differences design and found that while generative AI increased homework scores by 18% and reduced task completion time by 30%, it concurrently caused a 20% decline in monthly exam results within six months. Additionally, scores on high-stakes entrance exams dropped by 18-24%, with the most significant declines noted in social science disciplines, followed by STEM and language subjects, particularly among junior students, high-achieving students, and male learners.
In conclusion, although the history of technology suggests that new advancements may not make us less intelligent—as Nicholas Carr once argued regarding Google—Artificial General Intelligence represents a unique challenge. We have the power to utilize technology in transformative ways, enhancing our intelligence and streamlining tedious tasks, yet the choice remains whether we allow it to dictate our thought processes or even overshadow our capacity for independent thinking.
