Artificial Intelligence in Education: What Are the Real Problems? (Part One)

"Education is not preparation for life; education is life itself," -- John Dewey

“We are approaching a time when machines will be able to outperform humans at almost any task. I believe that society needs to confront this question before it is upon us: if machines are capable of doing almost any work humans can do, what will humans do?” --Moshe Vardi

"What to do about mass unemployment? This is going to be a massive social challenge.  There will be fewer and fewer jobs that a robot cannot do better [than a human].  These are not things that I wish will happen.  These are simply things that I think probably will happen.” --Elon Musk

"My worst fear is that we, the industry, cause significant harm to the world. I think, if this technology goes wrong, it can go quite wrong and we want to be vocal about that and work with the government on that.” --Sam Altman

"AI's potential impact could be even more severe... AI undermining cognitive development, human agency, and critical learning processes for young people." -- Anthony Seldon

(Background Note: "We value your privacy, but we want you to allow us to use cookies to spy on you." is similar to: "We greatly appreciate your services to our university, but we are sorry we cannot renew your work contract for next year." And both are similar to "Artificial Intelligence is useful for you as teachers to do your jobs, but we will replace you with robots and machines". There is so much hypocrisy in this world.) 

Introduction

Artificial Intelligence (AI) stands against all concepts, principles, ethics, practices, and values of education at all levels. Artificial Intelligence has nothing to do with education in its intrinsic sense. AI technology merely provides a tool for collecting and gathering information and data from machines. This can never be called "education".

Education is a great deal bigger than machine learning. Education is not just training students to get a job in the future in some specialized area to achieve a specific goal. Education is life itself. Anyone with even a limited experience of studying in a primary school or a college, or a university would tell you about life there in terms of interaction and communication with classmates or college-mates. Education offers human experiences and interactions that will never be offered by AI. Education is about building character in the positive sense and preparing the students to be useful, responsible citizens. Education is not transforming students into "human parrots" learning from stochastic parrots -- systems that statistically mimic texts without real understanding.

According to University Canada West, " AI technologies include machine learning, natural language processing, and robotics, which can personalize learning by adapting content and pace to individual student needs. This personalized approach helps address diverse learning styles and paces, ensuring that each student receives the attention and resources they need to succeed." All this has nothing to do with education in the normal sense unless you want to twist terminology to fit your purpose. In normal education, we do care about students as individuals and also as human beings. We place them in a mixed-ability group in a classroom to learn from one another, interact with one another, and communicate with one another as human beings. We look into their different learning styles and adjust our teaching style and delivery to their needs and their requirements, not only to get information and skills, but how to help them shape their characters to be able to live with other human beings in schools or outside. The personalized approach is already taken care of in the normal education settings. AI does not offer a human environment for learning. It just turns students into " human parrots" learning from "artificial parrots". There is no human touch whatsoever in the process.

There have been many academic studies that have proved the negative impact of AI on students' performance in tests and exams, in addition to their critical thinking skills. This is not to mention that AI encourages cheating and deception in unprecedented ways. Add to this the hallucinations of AI, which offer students inaccurate and unreliable information and data.

There is another important point related to the use of AI in education, as it is related to all other fields: job losses. AI is designed to take jobs from human beings and give them to man-made machines just to cut costs in line with the capitalist and imperialist concept of life: the accumulation of wealth, and the control of fellow human beings and the world.

What is Education?

Education is the process of acquiring knowledge, skills, values, positive habits, and the development of character traits. Education is a great deal bigger than the mere transmission of skills for jobs in the future. According to John Dewey (1916), "Education is not preparation for life; education is life itself." (1). This emphasizes that learning is a continuous, active process that shapes our experiences and understanding of the world, rather than a means to an end for a future life. It suggests that education is not just about acquiring knowledge for a future career or life stage, but rather that learning is interwoven with our daily experiences and interactions, shaping who we are in the present. This means that education is not a passive reception of information but an active process of engaging with the world, reflecting on experiences, and constructing meaning and attitudes through interaction in a human environment. It also includes the development of values, beliefs, and attitudes that shape an individual's character. Dewey's philosophy emphasizes the importance of learning through experience and interaction with one's environment. This means that education is not just about memorizing facts, but about actively participating in the world and learning from those experiences. Education, in this view, is not just about acquiring skills and knowledge, but also about shaping one's identity, values, and understanding of the world. It is a fundamental part of the human experience. A very important feature of education is fostering the ability to think critically, analyze information, and make sound decisions. 

The definition of education has been explored by theorists from various fields (2). Many agree that education is a purposeful activity aimed at achieving goals like the transmission of knowledge, skills, and character traits. However, extensive debate surrounds its precise nature beyond these general features. A well-known approach views education as a process occurring during events such as schooling, teaching, and learning. Another approach perceives education not as a process but as the mental states and dispositions of educated individuals resulting from this process. (3).

Furthermore, the term may also refer to the academic field that studies the methods, processes, and social institutions involved in teaching and learning. (4). Having a clear understanding of the term is crucial when attempting to talk about education and identify educational phenomena, measure educational success, and improve educational practices (5), (6), (7).

Various educators and scholars emphasize the importance of critical thinking in distinguishing education from indoctrination. (8). They argue that indoctrination focuses solely on instilling information, concepts, and beliefs in students, regardless of their rationality (9), whereas education also encourages the rational ability to critically examine and question what they are told. (10). However, some forms of indoctrination may be necessary in the early stages of education when the child's mind is not yet fully developed. This is particularly relevant in cases where young children must learn certain things without comprehending the underlying rationality, such as specific safety rules and hygiene practices (11).

There are several classifications of education. One classification depends on the institutional framework, distinguishing between formal, non-formal, and informal education. Another classification involves different levels of education based on factors such as the student's age and the complexity of the subjects, and the content being taught.

Formal education describes the learning of academic facts and concepts through a formal curriculum. It occurs within a structured institutional framework, typically with a chronological and hierarchical order. The modern schooling system organizes classes based on the students' age and progress, ranging from primary school to university. Formal education is usually overseen and regulated by the government or local educational authorities.

Informal education, on the other hand, occurs in an unsystematic manner through daily experiences and exposure to the environment. Unlike formal and non-formal education, there is typically no designated authority figure responsible for teaching. (12). Informal education unfolds in various settings and situations throughout one's life, often spontaneously, such as children learning their first language, habits, and beliefs from their parents, family members, and the people around them. (13).

Informal education describes learning about cultural values, norms, and expected behaviors by participating in a society. This type of learning occurs both through the formal education system and at home. Our earliest learning experiences generally happen via parents, relatives, and others in our community. Through informal education, we learn how to dress for different occasions and how to perform regular life routines.

Non-formal and informal education occur outside the formal schooling system, with non-formal education serving as a middle ground. Like formal education, non-formal education is organized, systematic, and pursued with a clear purpose, as seen in activities such as tutoring. (13).

Cultural transmission is an important and integral component of education. It refers to the way people come to learn the values, beliefs, and social norms of their culture. Both informal and formal education include cultural transmission.

"Schools can be agents of change or conformity, teaching individuals to think outside of the family and the local norms into which they were born, while at the same time acclimatizing them to their tacit place in society. They provide students with skills for communication, social interaction, and work discipline that can create pathways to both independence and obedience… They [Students] are provided with a unifying framework for participation in institutional life and at the same time are sorted into different paths." (14).

Education is not ‘schooling’ – trying to drill learning into people according to some plan often drawn up by others. Paulo Freire (1973) called this banking – making deposits of knowledge. Such ‘schooling’ too easily descends into treating learners like objects, things to be acted upon rather than people to be related to. Education is, as John Dewey (1916) put it, a social process – ‘a process of living and not a preparation for future living’. In this view, educators look to learning and being with others rather than acting upon them. The learning activity works largely through conversation, and conversation takes unpredictable turns. It is a dialogical rather than curricular form of education. Educators set out to create environments and relationships where people can explore their, and others' experiences of situations, ideas, and feelings. This exploration lies, as John Dewey argued, at the heart of the ‘business of education’. Educators set out to emancipate and enlarge experience (15), (16).

Artificial Intelligence in Education

Artificial Intelligence (AI) in education refers to the application of AI technology and machine learning in education settings. The field combines elements of generative AI, data-driven decision-making, AI ethics, data privacy, and AI literacy. An educator might learn to use these AI systems as tools and generate code, text, or rich media, or optimize their digital content production. Or a governmental body might see AI as an ideological project to normalize centralized power and decision-making. (17).

The different definitions of the applications of AI in education are controversial and can lead to confusion about what exactly is being discussed. (18).

At first glance, artificial intelligence in education offers technical solutions to address future education needs. AI champions believe in a future where machine learning and artificial intelligence might be applied in writing, personalization, feedback, or course development. (19). This is the goal of capitalist investors who always seek to

present technology as a solution and turn education into a business that yields huge profits for them. Many educators and scientists, especially social scientists, have warned against any techno-solutions to education, as there are always serious dangers of building a public system like education around alchemy, cognitive capitalism (20), or stochastic parrots -- systems that statistically mimic text without real understanding (21).

There are always great dangers and huge costs that accompany L.L. Ms. (Language Learning Models), including dangerous biases, the potential for cheating and deception, and environmental costs. Cognitive activity has become commodified, and education has been transformed into a "knowledge business" where items are traded, bought, or sold. (22). Power is shifting away from students, teachers, educators, and academics toward corporations and venture capitalists. Decisions about AI, which will have significant societal impacts, are currently being made by a relatively small group of people, primarily within the technology industry. Stilgoe suggests that involving the public through citizens' assemblies can help ensure AI development aligns with public interests and values (23).

The increasing use of artificial intelligence tools by students for academic tasks has raised concerns about the potential adverse effects of widespread reliance on these tools on learning and the development of critical thinking skills. Reliance on generative artificial intelligence, for example, is linked with reduced academic self-esteem and performance, and heightened learned helplessness (24)

 The study also found that use of Generative AI for academic tasks was lower among students with the conscientiousness trait, suggesting that self-disciplined and goal-oriented learners were less inclined to rely on AI tools in their academic work. These findings further underscore concerns raised in prior studies regarding academic integrity in the context of AI use in academic settings (25).

Many teachers, educators, and scholars have expressed concerns about the potential negative impact of Artificial Intelligence technology tools on students’ cognitive skills, such as critical thinking and problem-solving. These tools raise very high risks and concerns about cheating, deception, total reliance on these tools, ethical and legal questions, and issues related to security and privacy.

Some authors highlight the risk of students perceiving ChatGPT as a robust, easy-to-use, and helpful resource – a ‘know-it-all machine’ – and blindly trusting its answers in spite of serious hallucination by AI technology tools.

"Analysis of student essays using generative AI detection systems to identify GenAI users showed that students who use GenAI score significantly lower in exams – on average 6.7 out of 100 points lower – with the negative effect particularly large for students with high learning potential, according to researchers in Germany and Canada. This indicates that current GenAI use hinders learning, found Janik Ole Wecks and Johannes Voshaar of the business studies and economics faculty of the University of Bremen in Germany, who, along with co-authors Benedikt J Plate and Jochen Zimmerman, are affiliated with the John Molson School of Business at Concordia University in Canada." (26) The findings of the study provide important empirical evidence for the ongoing debate on the integration of GenAI in education and underscore the necessity for educators, institutions, and policymakers to carefully consider its implications for student performance. The study “Generative AI Usage and Exam Performance” was published on 18 November in the open-access ArXiv archive linked to Cornell University in the United States. According to the researchers, “We address an important research gap, as the effects of GenAI usage on exam performance have not yet been examined but are nevertheless crucial when discussing how to adapt education to the age of GenAI,”. “Focusing on exam scores provides a measure that encapsulates the individual effects of GenAI on learning, offering a comprehensive view of its impact on student performance,” they noted. Lead author of the study, Janik Ole Wecks, told University World News that the most important finding of the research is that generative AI tools like ChatGPT can negatively affect student exam performance. The study highlights how the Artificial Intelligence tools may hinder learning by encouraging shortcuts that make learning seem easier, but which actually prevent them from going through the process of understanding and learning on a deeper level. By using GenAI for essay writing, students may bypass the essential cognitive processes of comprehension, analysis, and summarization. This might similarly occur when GenAI is used to study for exams. The study drew on a broad sample of business, economics, and management students taking an introductory financial accounting course at a German university in the winter term 2023 to 2024. The results indicated that students using GenAI scored 6.71 (out of 100) points lower than non-users in the final exam, which is substantial, as the mean student score was 45.39 points. Thus, on average, the scores of GenAI users were about 15% lower than those of the mean non-user. The study conducted a set of robustness checks to ensure the reliability and validity of the results. The findings were robust, also when using other AI detection tools. “We find using GenAI to be detrimental to the exam scores of higher-achieving and more engaged students. This confirms the learning-hindering mechanism, as those students who would have been well equipped to understand the learning materials suffer particularly from the foregone opportunity to engage with the course content. As an interdisciplinary course, it includes students from various fields such as business, economics, engineering, and computer science. Our sample also spans students at different stages of their academic careers, from first-year students to those nearing graduation.” (26).

According to the University Canada West (27), "

"AI technologies include machine learning, natural language processing, and robotics, which can personalize learning by adapting content and pace to individual student needs. This personalized approach helps address diverse learning styles and paces, ensuring that each student receives the attention and resources they need to succeed. All this has nothing to do with education in the normal sense unless you want to twist terminology to fit your purpose. In normal education, we do care about students as individuals and also as human beings. We place them in mixed-ability groups in classrooms or lecture rooms to learn from one another, interact with one another, and communicate with one another as human beings. We look into their different learning styles and adjust our teaching style and delivery to their needs and their requirements, not only to get information and skills, but how to help them develop their critical thinking skills and shape their characters to be able to live with other human beings in schools or outside. The personalized approach is already taken care of in the normal education settings. There is a wide range of assignments inside and outside classrooms, and there is a scale of assessment and measuring performance. Education has never been a matter of black and white, as the advocates of AI in education claim and reiterate. AI does not offer a human environment for learning. It just turns students into " human parrots" learning from "artificial parrots". There is no human touch whatsoever in the process.

There have been many academic studies that have proved the negative impact of AI on students' performance in tests and exams, in addition to their critical thinking skills. This is not to mention that AI encourages cheating and deception in unprecedented ways. Add to this the hallucinations of AI, which offer students inaccurate and unreliable information and data.

There is another important point related to the use of AI in education, as it is related to all other fields: job losses. AI is designed to take jobs from human beings and give them to man-made machines just to cut costs in line with the capitalist and imperialist concept of life: the accumulation of wealth, and the control of fellow human beings and the world.

The University of Canada West elaborates on what are called "advantages" of the use of AI in education, which are not true and do not reflect realities in classrooms and lecture rooms. They are fictional and theoretical and have nothing to do with education in the normal sense. They may be useful for gathering information and data for personalized and administrative use rather than for education. Nevertheless,

The University admits there are many disadvantages to the use of AI in education: Data Privacy Concerns, Dependence on Technology, Lack of Human Touch/ Dehumanized Learning Experience, Risk of Cheating, and Teacher Job Displacement.

"Lastly, the rise of AI in education brings the concern of teacher job displacement. As AI systems take on more roles traditionally filled by educators, there is a fear that teachers may become obsolete. Automated grading, AI-driven tutoring, and administrative tasks handled by AI could reduce the need for human teachers, leading to job losses and a devaluation of the teaching profession." (27).

Artificial Intelligence Hallucination

An AI hallucination, in the context of artificial intelligence, refers to a situation where a model generates incorrect, misleading, or nonsensical information as if it were true. This phenomenon can occur in various AI systems, including large language models (LLMs) like chatbots and computer vision systems, where they produce outputs that deviate from reality or lack a factual basis.

AI hallucination refers to a response generated by AI technology that contains false or misleading information presented as fact.

This term draws a loose analogy with human psychology, where hallucination typically involves false perceptions. However, there is a key difference: AI hallucination is associated with erroneously constructed responses rather than perceptual experiences. (28). AI hallucination is also referred to as bullshitting or delusion. (29); (30).

For example, a chatbot powered by Large Language Models (LLMs, like ChatGPT may embed plausible-sounding random falsehoods within its generated content. Researchers have recognized this issue, and by 2023, analysts estimated that chatbots hallucinate as much as 27% of the time (4), with factual errors present in 46% of generated texts (5). Detecting and mitigating these hallucinations pose significant challenges for practical deployment and reliability of LLMs in real-world settings (31); (32); (33).

The term "hallucinations" in AI gained wider recognition during the AI boom, alongside the rollout of widely used chatbots based on large language models (LLMs). (31). In July 2021, Meta warned during its release of BlenderBot 2 that the system is prone to "hallucinations", which Meta defined as "confident statements that are not true". (34). Following OpenAI's ChatGPT release in beta version in November 2022, some users complained that such chatbots often seem to pointlessly embed plausible-sounding random falsehoods within their generated content. (35). Many news outlets, including The New York Times, started to use the term "hallucination" to describe these models' incorrect or inconsistent responses. (36).

In the world of academic and scientific research, AI models can cause many problems due to their hallucinations. Specifically, models like ChatGPT have been recorded in multiple cases to cite sources for information that are either incorrect or do not exist. A study conducted in the Cureus Journal of Medical Science showed that out of 178 total references cited by GPT-3, 69 returned an incorrect or nonexistent digital object identifier (DOI). An additional 28 had no known DOI, nor could they be located in a Google search. (37).

Given the ability of AI-generated language to pass as real scientific research in some cases, AI hallucinations present problems for the application of language models in the academic and scientific fields of research due to their ability to be undetectable when presented to real researchers. The high likelihood of returning non-existent reference material and incorrect information may require limitations to be put in place regarding these language models. Some say that rather than hallucinations, these events are more akin to "fabrications" and "falsifications" and that the use of these language models presents a risk to the integrity of the field as a whole. (38).

Some authors highlight the risk of students perceiving ChatGPT as a robust, easy-to-use and helpful resource – a ‘know-it-all machine’ – and blindly trusting its answers in spite of serious hallucination by AI technology tools.

For more information and insights, you may refer to my article: " Artificial Intelligence in Academic Research: Changing Work Ethics from Bad to Worse!", published on LinkedIn on June 29, 2025.

Conclusions

Artificial Intelligence (AI) stands against all concepts, principles, ethics, practices, and values of education at all levels. Artificial Intelligence has nothing to do with education in its intrinsic sense. AI technology merely provides a tool for collecting and gathering information and data from machines. This can never be called "education".

Education is a great deal bigger than machine learning. Education is not just training students to get a job in the future in some specialized area to achieve a specific goal. Education is life itself. Anyone with even a limited experience of studying in a primary school or a college, or a university would tell you about life there in terms of interaction and communication with classmates or college-mates. Education offers human experiences and interactions that will never be offered by AI. Education is about building character in the positive sense and preparing the students to be useful, responsible citizens. Education is not transforming students into "human parrots" learning from stochastic parrots -- systems that statistically mimic texts without real understanding.

AI can also pose significant risks to communities, especially if it is developed without sufficient oversight and accountability. For example, AI systems can be used to automate tasks that could result in job loss for teachers, academics, educators, and administrative staff. AI can also be used to manipulate people or spread misinformation.

Furthermore, there is also the potential for AI systems to be hacked or used for malicious purposes, which could put educational institutions at risk.

Concerns with AI in education include privacy and security issues, bias in algorithms that can affect educational outcomes, the potential to rely too heavily on the technology at the expense of teacher-student interactions, and the costs associated with implementing and maintaining AI technologies in schools, colleges, universities, and other educational institutions.

Using AI technologies in education and in professional-related activities can impair the development of essential skills like independent thinking, creativity, and problem-solving. Over-reliance on AI can lead to a lack of critical competencies in healthcare education and practice.

Cheating and plagiarism are among the AI main concerns raised by teachers and educators. If AI is used to complete assignments or exams or write papers, it is unfair to the students who do not cheat, and it undermines the education and learning process for those who do cheat. If students learn to cheat and take shortcuts in classrooms, what kind of citizens will they make when they are finished with their education?

In short, AI technology offers only tools that may be useful for personalized learning at home. They are similar to other tools like dictionaries and encyclopedias. These can never replace teachers.

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