Do AI tutors empower or enslave learners? Toward a critical use of AI in education
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| Main Authors: | , , , |
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| Format: | Preprint |
| Published: |
2025
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| _version_ | 1866909681512873984 |
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| author | Favero, Lucile Pérez-Ortiz, Juan-Antonio Käser, Tanja Oliver, Nuria |
| author_facet | Favero, Lucile Pérez-Ortiz, Juan-Antonio Käser, Tanja Oliver, Nuria |
| contents | The increasing integration of AI tools in education presents both opportunities and challenges, particularly regarding the development of the students' critical thinking skills. This position paper argues that while AI can support learning, its unchecked use may lead to cognitive atrophy, loss of agency, emotional risks, and ethical concerns, ultimately undermining the core goals of education. Drawing on cognitive science and pedagogy, the paper explores how over-reliance on AI can disrupt meaningful learning, foster dependency and conformity, undermine the students' self-efficacy, academic integrity, and well-being, and raise concerns about questionable privacy practices. It also highlights the importance of considering the students' perspectives and proposes actionable strategies to ensure that AI serves as a meaningful support rather than a cognitive shortcut. The paper advocates for an intentional, transparent, and critically informed use of AI that empowers rather than diminishes the learner. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2507_06878 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Do AI tutors empower or enslave learners? Toward a critical use of AI in education Favero, Lucile Pérez-Ortiz, Juan-Antonio Käser, Tanja Oliver, Nuria Computers and Society Human-Computer Interaction The increasing integration of AI tools in education presents both opportunities and challenges, particularly regarding the development of the students' critical thinking skills. This position paper argues that while AI can support learning, its unchecked use may lead to cognitive atrophy, loss of agency, emotional risks, and ethical concerns, ultimately undermining the core goals of education. Drawing on cognitive science and pedagogy, the paper explores how over-reliance on AI can disrupt meaningful learning, foster dependency and conformity, undermine the students' self-efficacy, academic integrity, and well-being, and raise concerns about questionable privacy practices. It also highlights the importance of considering the students' perspectives and proposes actionable strategies to ensure that AI serves as a meaningful support rather than a cognitive shortcut. The paper advocates for an intentional, transparent, and critically informed use of AI that empowers rather than diminishes the learner. |
| title | Do AI tutors empower or enslave learners? Toward a critical use of AI in education |
| topic | Computers and Society Human-Computer Interaction |
| url | https://arxiv.org/abs/2507.06878 |