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Artificial intelligence has quietly embedded itself into the heart of modern education. For many, it has become a necessity – a tireless study partner that is always available and willing to answer your questions without complaining. According to Eurostat, in 2025, nearly 64% of young people aged 16–24 in the EU used generative AI tools, which makes almost twice the rate of the general population. Among EU youth, approximately four in ten were more likely to use AI specifically for formal education, compared to the general population. 

This trend is not limited to Europe. Recent surveys show how dramatically student behavior has changed over the past few years. In a 2025 study of over 1,100 U.S. college students, nearly 90% reported using generative AI tools for coursework. Yet as AI becomes more integrated into the learning process, educators and students alike are asking: is AI enhancing understanding or slowly but steadily replacing the act of thinking itself?

The spread of AI in education mirrors a shift toward personalized, on-demand learning. Products like OpenAI’s ChatGPT and academic platforms such as Mindgrasp or StudyFetch promise what textbooks cannot: real-time problem solving, interactive explanations, and a personalized approach. For instance, I personally asked ChatGPT to write exclusively in lowercase, as in this case its responses seem more casual to me. This is a clear example of the way a user can make a generative tool adapt both to the informative needs and personal communication preferences.

Safe Learning Space

Many students also say that AI makes learning feel emotionally safer. Asking a teacher for clarification can be intimidating, especially for shy students or those afraid to sound “uninformed” in front of their peers. AI, by contrast, carries no judgment. For some, this anonymity removes an intangible obstacle that has long interfered with learning: the fear of looking incompetent. Thus, when used well, AI functions like an effective private tutor, as it can easily break down complicated topics into digestible parts. However, over time, this convenience may gradually affect study habits. Instead of struggling through confusion, which is indeed a crucial part of learning, students may treat AI as a shortcut to prepared answers.

AI as a Tutor

A recent experiment at Northwestern University’s Kellogg School of Management, held by professors Robert Bray and Sebastien Martin, took this approach head-on. They fully accepted the fact that it is impossible to make students stop using AI and created a customized AI tutor. This digital assistant does not simply provide answers. Instead, it guides students through problems and stimulates critical thinking. The results were encouraging: not only did students prefer the AI tutor over ChatGPT, but they also reported a more profound understanding of the material.

Similarly, in a 2025 experiment at the University of Wisconsin-La Crosse, economists designed an AI assistant called “Macro Buddy” to help undergraduate students tackle macroeconomics. Those using Macro Buddy scored higher on exams than students who worked alone or without the tool.

These examples suggest that AI, when designed to guide students rather than simply provide answers, can be an effective cognitive scaffold.

The Hidden Danger: Cognitive Offloading

Still, the very convenience that makes AI appealing to users can also erode the learning process. Psychologists call this phenomenon cognitive offloading – the tendency to delegate mental effort to external tools rather than solve problems independently. Why wrestle with a complex problem when a chatbot can solve it instantly and even format the answer neatly? Some students now confess to asking AI tools to complete their entire assignments, adjusting the wording afterward to “sound more human.” Education experts now warn that overreliance on AI could create a sense of “illusory mastery.” Students may feel confident because they can generate perfect answers but, without deep engagement, fail to fully understand key concepts.

Teacher Perspectives: Interviews with Educators 

To understand how AI is reshaping education from the inside, it is essential to hear from those who observe students every day. Teachers witness firsthand how learning habits shift, how classroom dynamics change, and where the real challenges lie.

For this reason, two interviews were conducted with educators from different educational contexts: Aida Mirzayeva, a senior lecturer at Baku Higher Oil School (Azerbaijan), and Maria Cristina Grilli, a teacher of English language and literature at Istituto Ettore Majorana in Bologna (Italy). Despite differences in institutional environments, both provide valuable insight into how AI tools are influencing the contemporary learning process.

Aida Mirzayeva, a senior lecturer at Baku Higher Oil School.

 

1) How has the role of a teacher changed with the rise of AI tools like ChatGPT?

“In spite of the benefits of modern technology, a teacher still plays a crucial role in education; however, students have more opportunities for self-study. They do not solely rely on the material provided by the teacher, which partially reduces responsibility of the latter.”

2) Do you see AI as a threat, a support tool or something in between?

“From my personal experience, I contend that AI occupies a middle position due to several factors. Concerning its drawbacks, it reduces critical thinking and creativity of learners. They mainly follow a neutral style in writing, without adding an emotional element. Moreover, without AI tools, some face challenges in expressing their ideas properly, and even worse, do not have any opinion at all. From a positive perspective, it aids students to generate topic-based ideas and boost vocabulary. This is the fastest and most productive method, as is observed.”

3) Have you noticed any changes in how students approach studying since AI became widely available?

“Changes in students’ attitudes towards learning are apparent. They widely use AI tools for a variety of purposes, such as generating speaking answers, essay writing, topical vocabulary, etc.” 

4) Do you think students feel more comfortable asking AI questions than asking teachers? If so, does it affect the student-teacher relationship?

“If at the initial stage, they rely more on educators, later on, as a self- study tool, students widely use alternative learning and do not feel the need for a teacher.”

5) Since banning AI in education seems unrealistic, what is the right way to integrate it into learning without undermining students’ ability to think independently?

“It’s a tough question, but as I see it, the classroom environment reveals the genuine knowledge of the learner. This can be carried out under supervised assessment, removing telephones. However, a more effective way could be involving the students in discussions, where they can get support from others in case they lack confidence and feel insecure. Regular teamwork activities may instill confidence and reduce the dependency on technology. It is essential to get support from the teacher as well. Unless the mentor identifies the weak points and assists in overcoming them, they are likely to get aid from AI tools. Therefore, in order to ameliorate the extensive dependency of students on technological devices and foster creativity and critical thinking, teacher should find ways of how to gain trust of the learners and create suitable learning environments by engaging them in collaborative activities.”

Maria Cristina Grilli, a teacher of English language and literature at Istituto Ettore Majorana.

 

1) How has the role of a teacher changed with the rise of AI tools like ChatGPT?

“The role of teachers is changing a lot. Explaining new concepts is not the main responsibility of teachers anymore, as now they also have to guide students on how to use AI and digital tools properly. The risk is that teachers become more like controllers because many students rely on AI without really understanding what they’re doing.”

2) Do you see AI as a threat, a support tool or something in between?

“AI is definitely a support tool, but it can become a threat if students aren’t prepared. Technology alone doesn’t teach anything: it can help students understand better, but if it’s just used to replace their work, it becomes harmful.”

3) Have you noticed any changes in how students approach studying since AI became widely available?

“Yes, many students haven’t been prepared to use AI properly, and they use it badly. They often replace their own work with it, like doing homework, research, or writing assignments, instead of using it as a tool to support their learning. This makes studying less thorough and reduces their critical thinking evidently.”

4) Do you think students feel more comfortable asking AI questions than asking teachers? If so, does it affect the student-teacher relationship? 

“Many students ask AI first because it’s fast and doesn’t judge them. But this can weaken the relationship with teachers, who start being seen only as controllers rather than guides in the learning process.”

5) Since banning AI in education seems unrealistic, what is the right way to integrate it into learning without undermining students’ ability to think independently?

“Students should be taught how to use AI properly, and schools should organize training courses for both students and the teachers, because the e cannot ignore the presence of artificial intelligence. If new technology is approached this way, everyone will be able to learn how to use AI as a tool that supports learning rather than replaces students’ own.

References:

Eurostat. (2026, February 10). 64% of 16–24-year-olds used AI in 2025. European Commission.https://ec.europa.eu/eurostat/web/products-eurostat-news/w/edn-20260210-1

IndexBox. (2026, February 16). 2025 EU AI tool usage: Youth, students lead adoption as data reveals patterns. https://www.indexbox.io/blog/2025-eu-ai-tool-usage-youth-students-lead-adoption-as-data-reveals-patterns/

Nayberg, Y. (2026, January 1). Say hello to your new AI study buddy. Kellogg Insight. https://insight.kellogg.northwestern.edu/article/say-hello-to-your-new-ai-study-buddy

Whitehead, S., & Perri, T. (2026). We designed an AI tutor that helps college students reason rather than give them answers. The Conversation. https://theconversation.com/we-designed-an-ai-tutor-that-helps-college-students-reason-rather-than-give-them-answers-276584

 

 

 

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