The prevailing question of whether generative AI will render students less intelligent has risen significantly since the creation of ChatGPT in 2022. Most people are aware that using AI instead of doing the work is, in turn, making students less educated.

The problem with AI was expected. Issues such as students not completing their work, privacy concerns, reduced human interaction and potential bias are all problems associated with the use of AI. Another less talked-about issue that students are experiencing is the need to tone down their writing to avoid appearing to be utilizing generative AI.

AI in education is not being used constructively. As a result, it is causing ethical and educational concerns.

Smart tools and lazy minds

AI tools like ChatGPT and Grammarly are now commonplace in classrooms and even on college admissions essays. These tools can generate perfectly structured essays, summarize readings and correct grammar errors in seconds. While this technology is powerful, the ease of use encourages students to rely on it instead of developing their own writing and thinking skills. Rather than struggling through the writing process, students often turn to AI to do the work for them. As a result, the ability to write clearly, think critically and argue a point effectively is declining.

The more students rely on AI, the less effort they put into learning these essential skills for themselves. Students who do write their essays are beginning to feel pressure to simplify or “dumb down” their language. Some AI detectors used by teachers and schools can wrongly flag advanced vocabulary or complex sentence structure as AI-generated. This creates a strange situation where students are penalized for their own writing sounding too much like AI.  This undermines the entire purpose of education, which is to encourage growth and critical thinking.

Students are unintentionally being taught to play it safe and not express themselves intelligently. Other students are recording themselves doing their work and taking extra unnecessary precautions just to prevent being flagged for using AI. To many teachers, the presence of words such as “furthermore,” “consequently” and “in conclusion” is a common sign of AI-generated writing. However, many students with writing backgrounds use these words frequently in more advanced writing. Em dashes have also become a ChatGPT staple. Even if students know how to use an em dash correctly, that becomes an AI red flag.

Fear over trust in the classroom

Generative AI also introduces a variety of ethical concerns. AI is harming students by making them overly reliant on AI. AI also hurts the students who aren’t misusing it by holding them to the same standards as students who rely on it. These issues are due to a lack of comprehensive rules and guidelines that ensure AI is being used productively. This absence of regulation can lead to unintended harm caused by poorly designed systems and biased outcomes.

The rise of AI has not only changed how students write but also how they are viewed by educators. A culture of distrust is forming where teachers assume the worst: students are cheating. This environment stifles creativity, risk-taking and individuality in writing. Students second-guess themselves and aim for average instead of aiming high. Over time, this leads to a generation of writers who are afraid to write boldly or challenge themselves. Worse, those who once enjoyed writing may grow to resent it due to constant suspicion and limitations.

AI isn’t going away, but how we use it and how we respond to it matters.

The current environment, where students either over-rely on AI or water down their writing to avoid being flagged, is harmful to student education. Instead of encouraging laziness and fear, educators should focus on helping students understand when and how to use AI responsibly in the classroom. Educating students on why using AI harms them and showing students how to effectively use it is crucial. If we want students to grow as thinkers and writers, we must stop forcing them to think and write like machines.

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