Artificial intelligence tools such as ChatGPT, Grammarly and PhotoMath are becoming routine study aids for students, boosting productivity and grades while raising concerns among educators that heavy reliance may be weakening critical thinking and independent learning.
AI has quickly moved from a novelty to an everyday academic resource, used to draft responses, summarize readings and solve problems.
More than 50% of university students have used AI to complete some type of academic work, according to research cited by EDUCAUSE Review, reflecting students demand for speed, convenience and immediate results.
But teachers say the trade off can be steep when AI replaces rather than supports the skills students must build on their own.
“When students use any AI platform to complete an assignment, they are harming themselves because they are letting go of opportunities to demonstrate what they are truly capable of; they lose opportunities to develop cognitive skills,” said BuenRostro, an AP Spanish teacher who works with students ages 15 to 18.
BuenRostro said the shift is also affecting grading and instruction. Assignments can look “impeccable,” she said, with few errors, yet students struggle when they must apply the material without assistance. She said about 60% of the assignments she gives appear on the same exam, but exam scores are “very low,” not matching the polished work she sees submitted.
Students, however, describe AI as a practical support system , especially when time is tight.
Naomy Orellana, a second-year business student, said she uses AI to summarize lessons and generate ideas for class discussions.
“Sometimes when I have to respond to discussions in my classes, I don’t know what to say, and my ideas don’t come to me,” Orellana said. “So what I do is ask ChatGPT for help, and I can get some ideas from what it suggests. My time is limited because I study full time and work full time at the same time, so it’s complicated to manage my time, and AI really helps me a lot, even with organizing myself.”
Educators say AI can be useful for clarifying instructions and improving understanding, but it cannot replace the intellectual growth that comes from doing the thinking yourself.
The concern is not whether AI helps, but whether it is becoming the main source of answers, shifting students from active learners to passive recipients.
In response, some universities have adopted tools and policies aimed at limiting AI use during assessments, including exam-monitoring platforms such as Proctorio.
Supporters say such measures ensure exams reflect students’ own knowledge, while critics argue they address symptoms rather than teaching responsible use.
AI is not inherently a threat, teachers and students said; dependence is.
Used well, AI can enhance learning. Used as a substitute for effort, it may deliver quick answers and better looking assignments while leaving students less prepared to analyze, solve problems and think critically on their own.
