The advent of AI-driven systems has profoundly transformed the education sector, sparking an animated debate. While some argue that the use of artificial intelligence for schoolwork should be pernitted, others object to this point of view. I align with the latter perspective as reliance on intelligent technologies erodes critical-thinking skills and hinders the quality of education yet it also offers personalised learning as well as productivity.
Proponents of AI instruments highlight their ability to recognise patterns and adapt to them. This malleability provides students with tailored tutoring in accordance with their both strengths and weaknesses. Moreover, rapid proliferation of machine learning systems in schooling facilitates with effcient allocation of time due to its capability to analyze onformation and answer queries instantly. Thereby, not only can pupils complete school tasks in a short period of time, but also focus on other activities, namely preparation for exams, olympiads. Consequently AI improves students’ academic performance and enhances efficiency.
Nevertheless there are certain legitimate conserns, casting doubt on implementation of AI. One limitation that cannot be neglected is the atrophy of divergent thinking skills caused by overreliance on machine learning algorithms. Students can lack the autonomy to think, to research, to conclude for themselves. Besides, using intelligent systems might jeopardise the quality of education since they are susceptible to making errors as newly emerging breakthroughs. There is a tendency among teenagers to replace tutors with AI chatbots that can give improper explanations.
To conclude although machine learning technologies embedded in education serve as a tool for fostering tailored tutoring and for cultivating productivity, they pose a threat to problem-solving capacities of childrem, also to the quality of knowledge they obtain.