Editorial
The culture is shifting in education to a more nuanced understanding of the implications of generative AI rather than widespread panic and reactions of a prohibitive nature. However, it is worth recognizing that generational differences play a part in some of the unease that still exists and will continue to exist around use of this technology in education. And these are also factors that are prevalent outside of education with some people's feelings toward AI.
Whenever technology goes through significant change, such as the emergence of the internet or smartphones, patterns of societal reaction seem to repeat themselves. The current debates about students using generative AI are, in some ways, similar to how many adults respond to the extensive use of social media among young people. These parallels highlight our human tendency to view technological change with a mix of curiosity and skepticism but mostly concern — especially when it challenges established norms.
Use of mobile phones has become ubiquitous, leading to fears that constant access leads young people to become distracted, disconnected or dependent. Social media adds another layer to this anxiety, with concerns about oversharing, reduced face-to-face communication and potential harm to mental health. Now, generative AI is the latest technology entering the lives and minds of young people, and there seems to be a similar wave of apprehension.
Critics worry that AI tools, like chatbots, may enable students to shortcut the learning process —j ust as they worried mobile phones would be a distraction and social media would erode meaningful interaction. There's an underlying fear that these tools will replace critical thinking, much like older concerns that texting would replace real conversation. However, just as mobile phones evolved to become powerful tools for learning, communication and creativity, enerative AI has the potential to augment education in transformative ways.
What often gets lost in these discussions is the adaptability of humans. Just as society turned mobile phones and social media into platforms for innovation — finding new ways to connect, share and learn — people today are finding productive uses for generative AI. Young people are no different. They are using the technology to explore complex ideas, summarize lecture notes, create revision materials and get instant feedback or suggestions for improvements on their work. In this way, AI is less a crutch and more an enhancement, providing new ways to interact with information and extend capabilities. But, of course, there are some young people who are using the same technology to plagiarize intentionally and accidentally.
The resistance to new technologies is rooted in legitimate concerns, but it's also crucial to recognize the opportunities these tools present. As much as it is disturbing for most adults to see a group of young people sit around a table together and all be looking at their phone, this is just a snapshot. Communication channels that mobile phones and social media interactions provide can enable young people to have much richer lives. Of course, there are potential issues, but we have an obligation to try and understand what these are and how to address them. With a technology that is part of the fabric of how most of us live and work, it is vital that adults recognize how mobile phones are not the end of meaningful social interactions, but rather a shift in how those interactions take place. Shifting perspectives in this way allows for the adoption of a more balanced approach to helping young people navigate responsible use of technology. Applying this same perspective to generative AI helps view it not as a threat to learning, but as an enabler, assistant and augmenter.
The real challenge lies in how adults, including parents and teachers, guide students to use generative AI responsibly and recognize the value of not allowing the technology to replace vital aspects of learning. It’s about fostering strong values in young people. This can only come with a common understanding that new technology can change how humans think, learn and communicate, but it doesn’t necessarily mean that old or existing skills and practices have to be lost. They can evolve. Young people need to know what the concerns are, why they exist and to have clear guidance on appropriate use. The key is finding balance: encouraging creativity, teaching digital responsibility and ensuring that students are equipped not just to use technology, but to think critically about it. Recognizing that generational differences exist and affect how technology is viewed is the responsibility of adults. It is also a vital, early step in adapting to the changes that generative AI is bringing to education and the rest of our lives.
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