Algorithms and teenage minds: how artificial intelligence shapes the thinking of Ukrainian schoolchildren

Global digitalisation and artificial intelligence (AI) are increasingly integrating into all aspects of our lives, from everyday life to business and education. It is hard to imagine an industry that does not use the latest technologies. They help automate processes, save time and resources, and improve communication and decision-making. However, along with these positive changes, there are also questions about the impact of these technologies on our ability to think, learn and make decisions independently. At first glance, it seems obvious that AI has become a real assistant in our everyday lives: from personalised recommendations on social media to the automation of daily tasks. However, all the convenience and comfort comes with a danger. Young people who have grown up in the digital age are losing the ability to search for information, analyse it and draw their own conclusions. AI is solving more and more issues for us, and we are gradually losing the ability to think critically and develop. Will we find ourselves in the grip of technology, where our future will be determined by code rather than our own thoughts?

From independence to automation

Probably everyone can list the benefits of using AI and digitalisation: the latest technologies simplify routine tasks, optimise processes, help search for information and solve problems that previously seemed complex. On the one hand, it is a powerful tool for progress, but blind enthusiasm for its capabilities hides a dangerous reality.

Astudy conducted by scientists from the University of Pennsylvania (USA) found that the use of artificial intelligence in the educational process can negatively affect the quality of students’ knowledge. The experiment was conducted with three groups of Turkish students attending mathematics classes. The first group completed the tasks independently, the second group used ChatGPT for help, and the third group used a different version of ChatGPT that provided hints for solving the tasks. Initially, the results showed that the students who used AI solved 48% more problems correctly than those who studied on their own. And students who received AI-generated hints achieved 127% better results. That’s what we needed to prove, you might say. But don’t rush to judgement. Further testing, where students solved tasks without the help of AI, showed a completely different result. The group that used AI performed 17% worse than the students who studied independently. As it turned out, the participants of the experiment did not even read the test questions, but simply asked the AI for ready-made answers, which made it difficult to develop problem-solving skills. As the saying goes, it went in one ear and out the other. The AI itself made mistakes in arithmetic calculations in 8% of cases and in approaches to problem solving in 42% of cases. In turn, the participants themselves were simply confident that they had done everything correctly and thus often overestimated their knowledge.

‘AI should not be seen as a panacea for all problems,’ says Svitlana Babiychuk, PhD in Education and head of the GIS and Remote Sensing Laboratory at the Minor Academy of Sciences of Ukraine.

‘Yes, of course, but this is understood by adults who approach the issue critically. The same cannot be said about children who believe everything they find on the Internet, especially since they have an idea of the omnipotence of AI.

Today, there is a growing trend towards a significant decline in library visits. After all, why read a lot of books when Google will provide the necessary information in just a few clicks?

AI not only makes our lives easier, it shapes our minds, changing the way we think, make decisions, and even our beliefs. The younger generation, which has grown up surrounded by technology, is particularly vulnerable to the influence of algorithms. Instead of searching for information from primary sources on their own, they are increasingly relying on the internet, social media, and artificial intelligence. Algorithms quickly select content, recommending the ‘right’ information that the user wants to see. But herein lies the danger – young people stop thinking critically and analysing sources. Instead of evaluating facts and drawing their own conclusions, they follow algorithms that can be biased or even manipulative.

AI creates the illusion of easily accessible information, which replaces the process of deep comprehension. People stop checking facts, evaluating different points of view, or asking whether what they are being offered is true. Critical thinking is becoming a rare skill as technology does everything for us – from choosing a film to making important life decisions. Losing the ability to think for themselves, people become vulnerable to information manipulation and propaganda.

Risks of the future

In the future, we may face a society where people become passive consumers of information. They will rely on algorithms to make decisions, giving control over their lives to technology. This trend can lead to the degradation of humanity’s creative potential, as without critical thinking about the world around us, we lose the ability to create something new. Intellectual laziness and passivity may become the new normal, where all ideas, decisions and even beliefs will be shaped by algorithms that serve the interests of companies or government agencies. And then people will no longer control their own lives. AI will become the main source of information, a means of controlling and even managing behaviour. This situation poses a threat of ‘digital dictatorships’ where everything we see, read, or do will be determined by algorithms.

Another danger is the loss of individuality. Algorithms are based on generalised models and aim to standardise experiences. People may lose the ability to form unique views and beliefs, as their interests and behaviour will be shaped by models created by technology companies.

Is AI popular in Ukrainian school education?

In the international ranking of artificial intelligence use in 2023, Ukraine was included in the group of countries with the lowest score, including Guatemala, Paraguay, Venezuela, and El Salvador.

According to the All-Ukrainian study of AI perspectives in school education conducted in September-October 2023 at the initiative of the Minor Academy of Sciences of Ukraine and Projector Institute, it was found that 76% of teachers have used AI at least once and had a positive experience. Educators note that they use AI services in their activities to prepare for classes, create tests for homework, conduct lessons, as well as test students’ knowledge and even in extracurricular activities. The correlation between teaching experience and technology use turned out to be interesting: the shorter the teacher’s work experience, the more actively they use AI in their practice. In turn, students are much more aware of the latest technologies. Thus, 91% of students know about at least one AI service, and 78% of respondents actively use them.

The top digital technologies used by students and their teachers are as follows:

• ChatGPT – 68% of users;
• Na Urokom project – 49% of users;
• Bard Google – 16% of users;
• Midjourney – 15% of users;
• Grammarly – 14% of users;
• Notion AI – 7% of users;
• Stable Diffusion – 4% of users.

However, despite such popularity, 39% of teachers do not intend to advise their students to use AI in education. This is because the disadvantages of the technology, in particular when used for educational purposes, are also evident to educators. Among the problems, teachers point to the inability of students to use primary sources and identify truly correct information, as they simply rely on AI data. In turn, AI makes basic logical errors, or the data it relies on may contain inaccuracies or be no longer relevant. Also, AI often fails to cite or inaccurately cites the original source of information, which is unacceptable for research work, as it is very important to check and correctly cite the original source. Teachers note that it has become increasingly difficult to separate the contribution of children and AI in creative tasks, as it is unclear how to distinguish between computer and student work. This inevitably leads to the idea that digital technologies affect students’ skills such as communication, critical thinking and creativity, gradually blurring the boundaries of individuality.

Instead, Ukrainian students see only benefits in the use of artificial intelligence in education. 6 out of 10 surveyed students have already used AI services to prepare their homework. 85% of children have used AI at least once, and a third of them do it at least weekly. Also, about 40% say that they have used AI during lessons at school. And some students admit in a private conversation that they use AI tools to cheat.

Innovation experts claim that artificial intelligence in the educational process will definitely facilitate both the work of teachers and students in the context of data search, processing, and superficial analysis.

Key areas of AI application in education abroad

In turn, the use of artificial intelligence in education abroad is becoming an increasingly popular and promising tool that can radically change the learning process. Different countries have different approaches to the implementation of AI, but the general trend is that it is seen as a powerful tool for improving the quality of education and increasing its accessibility.

In many countries, such as the US, UK, Finland, and South Korea, AI is used to create personalised curricula that take into account the level of training, interests, and learning speed of each student. This allows students to learn at their own pace, receiving support where they need it most. In countries such as China and Japan, AI is used to analyse large amounts of educational data to identify trends in learning and improve programmes. This allows for a better understanding of which methods work and which need to be adjusted.

In many schools and universities abroad, particularly in the US and Europe, AI helps to automate the process of examining papers, which reduces the workload of teachers and allows them to spend more time teaching. In the UK and Germany, for example, chatbots are actively used to answer students’ questions or provide them with additional support during independent study. In Spain and France, AI is being used to improve language learning through adaptive applications that allow students to practice foreign languages through real-life conversation scenarios.

In countries where innovation in education has always been a priority, such as Finland, Canada, the Netherlands, and Singapore, AI is considered an important tool for providing modern education. Teachers and administrators are actively experimenting with new technologies to improve learning efficiency. In some countries, such as France and Germany, there is a cautious attitude towards the introduction of AI due to concerns about ethics, privacy, and the potential impact on the role of the teacher. Many worry that automation could reduce human contact in education, which is an important part of learning. EU countries are actively working to create regulations on the use of AI in educational institutions to ensure the transparency of algorithms and the protection of student data. This is especially relevant in the context of European initiatives aimed at creating ethical standards for the use of the latest technologies.

Artificial intelligence is already having a significant impact on the educational systems of many countries. Its use helps to individualise the learning process, improve the quality of education and simplify routine tasks. However, like any technology, AI raises questions about ethics and privacy, and these aspects are becoming important topics of discussion in many countries.

“The majority of students and teachers surveyed believe that AI can change education in the future. And this should be a signal for the competent and step-by-step integration of such technology into the educational process in Ukraine,’ said Stanislav Dovgyi, President of the Minor Academy of Sciences of Ukraine.

Of course, it is impossible to ignore the benefits of the latest technologies for education. Digital platforms and AI make it possible to gain knowledge anywhere and anytime. Online courses, interactive textbooks and personalised learning programmes have become available thanks to the latest technologies. Pupils and students can learn at their own pace, receive instant feedback and access materials from around the world. AI can help create individual learning plans that meet the needs of each student. This increases the effectiveness of learning, as everyone receives the knowledge and skills they need, instead of one-size-fits-all programmes that don’t always work for everyone. Teachers and lecturers can automate grading, test administration, and record keeping. This allows them to spend more time on teaching and working with students, instead of performing administrative tasks.

However, with widespread access to information through technology and the increasing automation of processes, there are concerns that young people may become dependent on digital tools. AI can simplify tasks, but it can also encourage schoolchildren and students to take the easy way out – ready-made answers and solutions instead of developing critical thinking and analysis skills. Digital tools reduce the need to memorise information because it can be easily found online. This can lead to a decrease in the ability to retain knowledge. In addition, digital platforms often distract attention to other stimuli, which can affect concentration and the ability to focus on deep learning. Young people are increasingly reliant on gadgets and apps in their daily lives. Not knowing how to work without technology can create problems when there is no access to the internet or devices.

It is likely that in the future, education will need to find a balance between the use of technology and the development of key independent thinking skills. It is important for educators to teach students not only how to use technology, but also how to think critically, analyse information and draw their own conclusions.

Technology can be a powerful tool to support learning, but it is also important to remember to develop cognitive and social skills that are developed through face-to-face communication, reflection and independent problem-solving. Young people need to learn not only to be consumers of information but also to be creators of new ideas, to be critical of what AI offers them, and to be able to work in a world where technology is constantly changing. Therefore, the main challenge for education will be to create an environment where technology helps but does not replace the thinking process, and young people are brought up as independent, creative and responsible individuals.