AI in Education: Blessing or Burden?
By Lucky Star, Responsible AI | Blockchain Educator & Consultant
Introduction
The recent initiative to offer college students free access to GPT services during midterms in the U.S. has ignited a multifaceted debate within academic and technological circles. While some view it as a groundbreaking step toward educational equity, others express concerns about its potential long-term effects on cognitive development and academic integrity. This article delves into the ethical considerations, the risk of intellectual dependency, and the transformative potential of AI in reshaping traditional educational paradigms.
The Debate: Educational Dependence on AI
[May 9, 2025] — A growing concern is that reliance on GPTs, such as ChatGPT, during critical academic assessments may lead students to delegate cognitive tasks to AI rather than actively learning and retaining information themselves. This raises the question: What happens when students no longer memorize facts, independently solve problems, or synthesize information?
Historically, rigorous learning processes and memorization have been emphasized in educational frameworks to promote critical thinking, discipline, and intellectual growth. Some educators argue that if these traditional structures fade, students might increasingly depend on AI, losing critical skills needed for professional success (Liu, 2023).
Cheating Concerns and Institutional Pushback: Balancing GPT in Education
Concerns about academic dishonesty and reduced student engagement due to AI are valid and have prompted some institutions to revert to traditional assessments, like handwritten essays and oral exams, to preserve academic integrity (Liu, 2023). However, it's equally crucial to acknowledge AI's supportive educational potential, especially for students with limited resources.
OpenAI's initiative providing free ChatGPT Plus access during the 2025 spring finals season illustrates this potential. Features like GPT-4o, advanced image generation, and voice interaction support students in grasping complex concepts, conducting thorough research, and improving academic performance (Fitzpatrick, 2025). By providing these tools without charge, AI can help bridge resource gaps and promote equitable educational opportunities, particularly benefiting students who previously lacked access to comprehensive academic support (Selwyn, 2016).
While the possibility of misuse exists, GPT tools, used ethically, can complement rather than replace traditional learning, promoting deeper, personalized student engagement.
Examining the Colonialist Framework in Learning and Intelligence
Arguments about intellectual decline linked to AI reliance must consider outdated assumptions rooted in historical power dynamics that suggest certain educational practices and brain capacities were inherently superior. Such narratives often arise from colonialist viewpoints, privileging specific educational traditions while disregarding others, thus misrepresenting the diversity and complexity of global educational practices (Mignolo, 2009; Ngũgĩ wa Thiong'o, 1986).
Critics point out that views of superior past intelligence typically ignore socio-economic and political structures that have historically limited equitable access to education, shaping how knowledge has been constructed and controlled. Rather than debating past cognitive superiority, educators should consider how modern systems can leverage AI tools like GPT to support human learning effectively and inclusively (Luckin, 2018; Selwyn, 2016).
The Ethics of Free Access to GPT for Students
Offering free GPT access presents significant ethical considerations. On one side, broader access to AI can bridge gaps in access to quality educational tools. Conversely, unrestricted AI use may tempt students to shortcut essential learning processes. Yet this challenge is addressable. Educational guidelines encouraging AI as an assistive rather than a substitutive tool can maintain academic integrity while maximizing its benefits (Luckin, 2018 ; Wikipedia, 2004)
Educators should proactively foster environments that emphasize critical thinking and responsible technology use, ensuring AI supports rather than supplants foundational learning experiences.
A Path Forward: Responsible AI Integration in Education
The optimal approach lies in responsible AI integration within education, with clearly defined boundaries for AI use. AI should enhance foundational learning, fostering student engagement, curiosity, and independent thought. Institutions can build curricula enabling students to critically interact with technology, complementing traditional educational methodologies.
Further research should evaluate AI’s cognitive impacts, guiding educational frameworks to ensure tools like ChatGPT bolster intellectual resolve rather than weaken it.
Conclusion: The Future of Learning in the Age of AI
AI tools, including ChatGPT, provide significant opportunities to reshape education positively. Addressing legitimate concerns about misuse and dependency involves setting clear ethical guidelines. Properly balanced, AI can greatly enrich educational practices, ensuring future generations remain intellectually agile, ethically responsible, and prepared for a technologically sophisticated world.
Sources & References
Fitzpatrick, D. (2025, April 3). ChatGPT Plus is now free for college students. Forbes. Retrieved from https://www.forbes.com/sites/danfitzpatrick/2025/04/03/chatgpt-plus-is-now-free-for-college-students/
Liu, A. (2023). Academic integrity and the challenges of AI in higher education. Journal of Educational Ethics, 45(2), 134–150.
Luckin, R. (Ed.). (2018). Enhancing learning and teaching with technology: What the research says. UCL Institute of Education Press. Retrieved from https://discovery.ucl.ac.uk/id/eprint/10045133/(UCL Discovery)
Mignolo, W. D. (2009). The idea of Latin America. Wiley-Blackwell. Retrieved from https://www.wiley.com/en-us/The+Idea+of+Latin+America-p-9781405100861
Ngũgĩ wa Thiong'o. (1986). Decolonising the mind: The politics of language in African literature. Heinemann. Retrieved from https://archive.org/details/decolonisingmind0000ngug(Internet Archive)
Selwyn, N. (2016). Education and technology: Key issues and debates (2nd ed.). Bloomsbury Publishing. Retrieved from https://www.bloomsbury.com/us/education-and-technology-9781350145566/(Bloomsbury Publishing)
Wikipedia contributors. (2024). Decolonising the Mind. In Wikipedia, The Free Encyclopedia. Retrieved May 8, 2025, from https://en.wikipedia.org/wiki/Decolonising_the_Mind