As students that spend much of our time online, it is tempting to get lost in the digital landscapes we occupy daily, and for some, even more tempting to eat the algorithmic lotuses that make our writing blocks disappear in just a few hurried clicks. But what are the long term consequences of using AI as a student? Are we losing more than we gain when relying on AI rather than what makes us uniquely human—our own brains?
New technology can be both disruptive and revolutionary. It can empower and lift people up, or it can incite fear and panic. This is certainly the case with AI, and its grip on all of us, for better or worse, is maintaining its hold. While experts all have their opinions on the overall impact of AI, both positive and negative, many students still continue to embrace it. But should we pause to consider the consequences of integrating AI so quickly and seamlessly into our lives? Although AI might have productive gains in the professional world, such as automating repetitive tasks and data mining, its ability to permanently alter our cognitive functions (the way we acquire, store, and process information), especially in those with developing minds like students, could have profound consequences without proper oversight.
Recently, a study conducted by MIT’s Media Lab revealed that AI could be jeopardizing critical thinking skills in humans. According to Andrew R. Chow, “The study divided 54 subjects—18 to 39 year-olds from the Boston area—into three groups, and asked them to write several SAT essays using OpenAI’s ChatGPT, Google’s search engine, and nothing at all, respectively.” Chow continues, “Researchers used an EEG to record the writers’ brain activity across 32 regions, and found that of the three groups, ChatGPT users had the lowest brain engagement and consistently underperformed at neural, linguistic, and behavioral levels.” English teachers who graded the essays claimed that ChatGPT “delivered extremely similar essays that lacked original thought and were ‘largely soulless’” (Chow). This assessment contrasted with the “brain-only group” that “showed the highest neural connectivity” and were “more engaged and curious” (Chow). The paper’s primary author, Nataliya Ksomyna, argues that Large Language Models (LLMs) could hinder the development of cognitive skills, especially in young minds, and given the results of the study, the use of LLMs might be taking more than they give to students.
Even though MIT’s study gives us much to consider about the possible negative impact of AI on the developing minds of students, The New York Times reports that Microsoft and OpenAI have already started to market AI to schools. As Evan Gorelick writes, the companies argue that “AI proficiency will prepare kids for the work force.” Yet, is this the best course of action considering the possible impact of AI use on developing minds? Furthermore, do efforts to mainstream AI into classrooms encourage students’ dependency on AI rather than encouraging them to develop their own neural pathways to think critically?
Some of our very own iUniversity Prep teachers have thoughtfully weighed in on the subject, offering practical perspectives that highlight both the potential and limitations of AI. For example, Ms. Anderson, who teaches English, reflects on AI’s potential as a tool, “I think AI can be a great tool when used thoughtfully. I recently used it to repair our ice maker! In school, it can be helpful for brainstorming, or to create an outline based on information provided. My worry is that students who use AI frequently as their own writings are becoming less confident in their writing skills and in their problem-solving abilities. And, AI essays sound great, but lack personal/original thought.” Her perspective emphasizes that while AI may be convenient, it cannot replace the confidence and originality that comes from developing one’s own writing skills. Similarly, Ms. Carlin, who teaches Art, stresses the limitations of AI in fostering higher level thinking, “I see how AI can be a tool for students to help address some of the more minor tasks, but if there is ever a question of creativity or higher level thinking skills, then I see AI as taking away from people being pushed to experience what it feels like to problem solve.” Carlin’s insight highlights how students’ over-reliance on AI hinders the development of critical thinking skills, especially when students fail to grapple with challenges firsthand. In addition, Ms. Goossen, who also teaches English, addresses the consequences of using AI in advanced classes, “I think that as an AP teacher my biggest concern in students using AI is that they won’t have access to that on their AP exam, which sets them up for failure. The goal of the AP Language and Composition class is to grow as writers… [As a teacher], I really just want to see their authentic work, and give them feedback to improve. If they’re submitting AI then I usually catch it, and they have to redo it, which takes more time out of their schedule.” Ms. Goossen demonstrates how AI can hinder learning and academic success, reinforcing that students’ authentic work remains paramount for the development of advanced writing and preparedness, especially in high stakes situations such as AP exams and in circumstances where using AI is not an option. Together, these teacher perspectives remind us that AI should be used sparingly and should not replace higher order thinking, creativity, and authenticity.
Even with all the hype and fear surrounding AI, it is likely not going anywhere, and while it is tempting to use AI without limits, the recent MIT study encourages us to think about how technology shapes not only our developing brains as students but also our future collectively. It is certainly true that much more research into how AI impacts student learning should be conducted, especially before AI tools become a permanent part of a school’s curriculum, but in the meantime, as experts in the field of education, our teachers are our best guides in navigating what still proves to be a rather unfamiliar terrain. They can instruct us on how to build knowledge and develop critical thinking skills most effectively. Ultimately, while AI provides a number of positive outcomes, we cannot forsake the complicated process of learning and how to think independently and creatively or we sacrifice the unique potential of humankind and its future.
Works Cited
Chow, Andrew R. “ChatGPT May Be Eroding Critical Thinking Skills, according to a New MIT Study.” TIME, Time, 17 June 2025, time.com/7295195/ai-chatgpt-google-learning-school/. Accessed 13 August 2025.
Gorelick, Evan. “A Classroom Experiment.” The New York Times, 9 August 2025, www.nytimes.com/2025/07/09/briefing/artificial-intelligence-education-students.html.
