AI for Students: Help or Trap?

Posted on: November 2, 2025 Posted by: Aposto Admin Comments: 0
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Artificial intelligence has now become a natural part of school life. Some of us use it for homework, some for research, and some just out of curiosity. But lately, the same question keeps coming up: “Do tools like ChatGPT dull students’ thinking skills?” Some studies say “yes, it might”; others suggest that “if used correctly, it can enhance learning.” And that’s perfectly natural. Because today’s children are not just “digital,” they are growing up as the “AI generation.” AI is part of their lives: in their games, their assignments, even in how they think. So how can we use these tools without completely rejecting them, yet without falling into the trap of “let ChatGPT do my homework”?

Brain Laziness or Learning Evolution?

A 2024 MIT study found that when students wrote with AI assistance, certain areas of their brains showed less activity. In short, they “thought less.” But the same study also pointed out this: when AI is used as a starting point to get ideas, understand a topic, or see examples—the learning process becomes more efficient. Similarly, a UK survey showed that 92% of students use AI tools “in some way.” Most of them don’t use it for “cheating,” but rather “to understand better and write better.”

Why Are Students Using ChatGPT?

According to a study published by the Financial Times in early 2025, students use AI most commonly in these areas:

  • Writing essays: 41%
  • Solving math or quantitative problems: 42%
  • Translating or editing texts in different languages: 25%
  • Generating ideas in subjects like history or philosophy: 18%

So it’s not just about “having AI write my homework.” Students are using it for purposes like “help me understand the topic,” “make my writing clearer,” or “give me new ideas.” In fact, they treat AI as a kind of teaching assistant or digital mentor. For the “AI generation,” this feels completely natural, ChatGPT is now as ordinary as a search engine, a calculator, or a notebook. But the key point here is how it’s used. Copying and pasting without thinking weakens learning. Asking “What’s missing in my writing?” or “How else can I look at this idea?” deepens it.

The Real Issue: How We Use It

The real question isn’t whether AI replaces the student, but how the student works with AI. Copying output without understanding the topic obviously reduces critical thinking. But using it to ask questions, request examples, or improve one’s own writing supports learning. For example:

  • A student who asks, “Can you write three different perspectives on this?” and then adds their own interpretation is still actively learning.
  • Asking “Can you explain this simply?” and using ChatGPT as an explainer helps comprehension.
  • Asking “Can you make this paragraph smoother?” develops language and writing skills.

In short, the issue is not whether you use it, but how you use it.

Understanding Together Instead of Banning

Parents often say,

“My child asks ChatGPT everything now, I don’t know if that’s good or bad.”

It’s not necessarily bad, but if left unchecked, it can make learning shallow. Instead of asking “What did ChatGPT write?” try asking “What do you think, and what did ChatGPT add?” This way, children keep thinking while also learning to manage technology.
Some families set simple household rules:
• “Write the first draft yourself, then get suggestions from AI if needed.”
• “Don’t submit AI-generated text without verifying it.”
Even such simple boundaries make a big difference.

Examples That Work in Real Life

  • Concept learning: A high school student asks, “How does photosynthesis work?” and gets a simple explanation from ChatGPT, then summarizes it in their own words.
  • Language practice: An English learner asks, “How do I order in a restaurant?” ChatGPT gives sample dialogues and pronunciation tips, helping them learn expressions for real-life use.
  • Motivation: A student says, “Give me ideas on this topic,” uses AI to start brainstorming, but develops the rest independently.

These kinds of uses keep students creative and help them use technology intelligently.

The AI Generation: Advantage and Risk Together

The so-called Alpha or AI generation is growing up in a world wrapped around artificial intelligence.This gives them a huge advantage in technology, but also brings challenges, like learning to protect themselves, set boundaries, and think critically. AI-generated content is becoming so realistic that children sometimes struggle to tell what’s “real” and what’s “artificial.” For example, a Canadian analysis emphasized that highly realistic AI-generated content poses risks for children whose media literacy is still developing.

This “unprotected advantage” can be summed up like this: Being born into technology doesn’t automatically make one a safe user. It raises questions like, not only “How well am I using it?” but also “How am I protecting myself from its risks?”
So what can be done? For parents, the most effective approach is not to ban, but to explore together. Asking simple questions like “Who might have written this?” or “Do you think this is real?” deepens conversations and raises awareness.For teachers, instead of keeping AI outside the classroom, discussing how it works and how trustworthy it is can be far more meaningful. Even a short discussion like “Why do we trust this source?” can make a big difference. For children, the strongest protection is curiosity-driven questioning. Asking “Is this true?”, “Who wrote this?”, or “How can I test this?” builds habits that teach both critical thinking and safety in the AI era.

Facts and Balance

According to a 2024 Pew Research report, 25% of teachers believe AI tools “cause more harm than good,” while about 32% say they are “a mix of both.” There is no global consensus. This shows that we’re all still learning, students, teachers, and parents alike. Because learning isn’t just about acquiring information; it’s about becoming aware of how we think. ChatGPT and similar tools may change that, but they don’t have to make us lazy. Asking the right questions is still up to us.

Artificial intelligence is no longer a “tool of the future” for students, it’s the language of today. The generations we call Z and Alpha are learning, thinking, and creating with it. Instead of banning or fully embracing it, building a culture of conscious use seems the most reasonable path. Perhaps the real question is not “Should we turn off ChatGPT?” but “How can we think better with ChatGPT?”

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