AI and Generation Z: When Advanced Technology No Longer Ensures Independent Learning

Artificial Intelligence (AI) is gradually transforming modern education. Whereas students once spent hours in libraries searching for references, answers can now be obtained in seconds via ChatGPT or other AI platforms. Technology has brought unprecedented efficiency.

However, behind this convenience lies a crucial question worthy of global reflection: does proficiency in using AI automatically make students independent learners?

This question is increasingly relevant as today’s youth grow up amidst a digital information deluge. Generation Z is known for being the most internet-savvy generation, quick to adapt to technology, multitasking, and highly active in digital spaces. They are accustomed to a fast-paced, instant, and connected lifestyle.

Proximity to technology does not always foster deep thinking.

A study reveals an intriguing yet paradoxical fact: optimism towards technology, self-efficacy, and AI competency do not significantly influence Generation Z’s ability for independent learning.

This finding serves as a gentle wake-up call for modern education’s overly optimistic view of technology.

Over the past few years, education digitisation has often been viewed merely as an issue of access and devices. Universities compete to implement Learning Management Systems, online classes, and AI integration in learning processes. On one hand, these steps do open up opportunities to expand knowledge access.

Education is not merely about the ease of obtaining answers.

Learning is an intellectual process requiring curiosity, discipline, reflective ability, and critical thinking. None of these emerge automatically from using advanced technology.

This is where AI’s paradox becomes evident. While technology accelerates information retrieval, it often shortens the thinking process. Students can now get book summaries without reading the full text, complete assignments without in-depth exploration, and even produce academic writing without fully understanding the subject matter.