AI Literacy: When Learning Ease Clashes with the Dulling of Critical Thinking

The development of artificial intelligence (AI) technology has brought significant changes to the world of education. Where students once had to open books, read journals, and search for references from various sources to complete assignments, many academic tasks can now be done simply by typing a few command sentences into an application. This phenomenon is increasingly common in schools and universities. AI is no longer a technology of the future, but has become part of everyday learning activities.

This change presents two contrasting faces. On one hand, AI helps learners obtain information more quickly, organise ideas, translate texts, summarise material, and even understand difficult concepts. On the other hand, the ease offered by this technology raises new concerns about the decline of critical thinking skills, learning independence, and the culture of literacy that has long been the foundation of education. This phenomenon is now drawing the attention of various educational institutions worldwide, including in Indonesia.

The emergence of generative AI has significantly altered the learning patterns of the younger generation. Many school pupils and university students now make this technology their first source when facing academic tasks. Instead of reading books or seeking references from various sources, some learners prefer to ask AI to compile summaries, create writing frameworks, and even produce ready-to-use answers. While this practice saves time, it simultaneously raises important questions about the extent to which genuine learning is taking place. When answers can be obtained in seconds, the space for thinking, analysing, and evaluating information potentially narrows.

This phenomenon did not emerge without reason. The younger generation has grown up in a fast-paced digital environment, accustomed to obtaining information instantly via the internet and social media. The presence of AI is a continuation of this culture. The technology offers an efficiency that is difficult to refuse, as it can simplify various academic tasks that previously required much longer periods. Consequently, many learners have begun to view AI not merely as a tool, but as a substitute for parts of the learning process that should be undertaken independently.

Many educators see AI as a significant opportunity to improve the quality of learning. Various schools and educational institutions are utilising the technology to develop teaching materials, create adaptive quizzes, assist the evaluation process, and craft more personalised learning experiences tailored to the needs of individual students. A recent survey indicates that the development and personalisation of learning content is one of the main goals for AI use in Indonesia’s educational environment. The technology is also widely used to assist teachers with administrative tasks, allowing them more time to focus on the teaching process.

However, the use of AI in education cannot be separated from various challenges. One of the most frequently highlighted issues is the low level of AI literacy. Many users are able to operate the technology but do not understand how it works, its limitations, or the risks that may arise. As a result, information provided by AI is often accepted without any verification process. In reality, AI systems can produce inaccurate, biased, or even incorrect information. When learners lose the habit of checking the truthfulness of information, the critical thinking skills that are a primary goal of education may decline.

The phenomenon of AI use is also increasingly visible in higher education environments. University students now use the technology not only to search for references, but also to help structure research proposal frameworks, summarise journals, create presentations, and complete daily assignments. On various campuses, lecturers are beginning to find uniform answer patterns in student assignments because the majority are using the same AI sources. Many students admit that they open an AI application first rather than a book or journal when receiving a new task. This condition shows that AI has become part of modern academic culture.

While it provides ease in accessing information and accelerates the learning process, this phenomenon also serves as a reminder that the ability to read original sources, conduct independent analysis, and build arguments based on one’s own thinking must be maintained so that higher education does not lose its essence as a space for intellectual development and the formation of critical thinking patterns.

These concerns are not mere assumptions. Various studies and academic discussions indicate that excessive dependence on AI has the potential to reduce a person’s ability to construct arguments, solve problems, and engage in deep reflection on an issue. Technology can provide answers, but it cannot always replace the intellectual process required to understand the reasoning behind those answers. Therefore, many education experts stress that AI should be used to strengthen human thinking abilities, not to replace them.

This situation places teachers and lecturers in an increasingly important position. The role of educators is no longer limited to delivering material, but also includes guiding learners to use technology wisely. The ability to distinguish valid information, understand context, evaluate sources, and construct independent thoughts must be continuously strengthened.