"AI can make you smarter faster, but AI can also make you dumber faster." That was the warning issued by Sridhar Vembu on X as artificial intelligence becomes embedded in classrooms, coding assignments, and everyday student life.
The statement also raises a broader question. As AI use grows, researchers and educators are examining whether dependence on these tools is affecting foundational skills such as reading, reasoning and problem-solving.
Professors at the University of California, Berkeley have reported a rise in failing grades in some computer science courses even as the use of AI tools among students has increased. Faculty members say many students can generate code, complete assignments and obtain solutions with the help of AI, but struggle when asked to solve problems independently during examinations or technical interviews.
The concerns are not limited to universities abroad. Indian institutions are also facing challenges linked to the growing use of AI in academics.
Earlier this year, the research integrity watchdog Retraction Watch flagged more than 25 papers associated with researchers from Banaras Hindu University (BHU) for irregularities, including references to AI-generated content where its use had not been disclosed.
Separately, several research papers submitted at universities in Lucknow came under scrutiny after allegations of plagiarism were raised.
The concerns are emerging against a backdrop of broader worries about cognitive skills among younger generations.
Last year, neuroscientist Dr Jared Cooney Horvath, a former classroom teacher, analysed international datasets and educational trends and argued that Generation Z, those born between the late 1990s and early 2010s, is showing declines across several indicators linked to learning performance.
These include attention span, reading comprehension, memory retention, numeracy, problem-solving ability, and measures of intelligence.
Similar concerns have appeared in international assessments.
The Programme for International Student Assessment (PISA), conducted by the Organisation for Economic Co-operation and Development (OECD), reported one of the sharpest declines in mathematics performance in its history between 2018 and 2022.
Across OECD countries, average mathematics scores fell by 15 points, while reading scores declined by 10 points. Researchers linked the trend to multiple factors, including increased screen exposure, learning disruptions during the pandemic, and reduced reading habits among students.
Unlike search engines, which require users to locate and interpret information themselves, tools such as ChatGPT, Claude and Gemini can generate complete essays, solve mathematical problems, write computer programs, summarise textbooks and provide step-by-step answers within seconds.
This capability has transformed how students approach academic work.
A recent survey by the Digital Education Council found that a large majority of university students worldwide are already using generative AI in some form for their studies. Most reported using the technology for brainstorming, summarising material, conducting research and completing assignments.
Computer science professors have increasingly reported a pattern among students: assignments appear complete, code executes correctly, but students struggle to explain the logic behind their solutions.
Computer science relies on algebra, probability, logic, discrete mathematics, algorithms and data structures.
Vembu has repeatedly argued that excessive dependence on technology can weaken learning if students bypass the process of acquiring foundational skills. According to him, AI should augment human capability rather than replace the effort required to develop expertise.
Studies have shown that AI can improve learning outcomes when used as a tutor, providing personalised explanations, immediate feedback and additional practice. Students who use AI to clarify concepts after attempting a problem often benefit from the technology.
The challenge lies in determining when AI supports learning and when it substitutes for it.
"AI can make you smarter faster, but AI can also make you dumber faster." That was the warning issued by Sridhar Vembu on X as artificial intelligence becomes embedded in classrooms, coding assignments, and everyday student life.
The statement also raises a broader question. As AI use grows, researchers and educators are examining whether dependence on these tools is affecting foundational skills such as reading, reasoning and problem-solving.
Professors at the University of California, Berkeley have reported a rise in failing grades in some computer science courses even as the use of AI tools among students has increased. Faculty members say many students can generate code, complete assignments and obtain solutions with the help of AI, but struggle when asked to solve problems independently during examinations or technical interviews.
The concerns are not limited to universities abroad. Indian institutions are also facing challenges linked to the growing use of AI in academics.
Earlier this year, the research integrity watchdog Retraction Watch flagged more than 25 papers associated with researchers from Banaras Hindu University (BHU) for irregularities, including references to AI-generated content where its use had not been disclosed.
Separately, several research papers submitted at universities in Lucknow came under scrutiny after allegations of plagiarism were raised.
The concerns are emerging against a backdrop of broader worries about cognitive skills among younger generations.
Last year, neuroscientist Dr Jared Cooney Horvath, a former classroom teacher, analysed international datasets and educational trends and argued that Generation Z, those born between the late 1990s and early 2010s, is showing declines across several indicators linked to learning performance.
These include attention span, reading comprehension, memory retention, numeracy, problem-solving ability, and measures of intelligence.
Similar concerns have appeared in international assessments.
The Programme for International Student Assessment (PISA), conducted by the Organisation for Economic Co-operation and Development (OECD), reported one of the sharpest declines in mathematics performance in its history between 2018 and 2022.
Across OECD countries, average mathematics scores fell by 15 points, while reading scores declined by 10 points. Researchers linked the trend to multiple factors, including increased screen exposure, learning disruptions during the pandemic, and reduced reading habits among students.
Unlike search engines, which require users to locate and interpret information themselves, tools such as ChatGPT, Claude and Gemini can generate complete essays, solve mathematical problems, write computer programs, summarise textbooks and provide step-by-step answers within seconds.
This capability has transformed how students approach academic work.
A recent survey by the Digital Education Council found that a large majority of university students worldwide are already using generative AI in some form for their studies. Most reported using the technology for brainstorming, summarising material, conducting research and completing assignments.
Computer science professors have increasingly reported a pattern among students: assignments appear complete, code executes correctly, but students struggle to explain the logic behind their solutions.
Computer science relies on algebra, probability, logic, discrete mathematics, algorithms and data structures.
Vembu has repeatedly argued that excessive dependence on technology can weaken learning if students bypass the process of acquiring foundational skills. According to him, AI should augment human capability rather than replace the effort required to develop expertise.
Studies have shown that AI can improve learning outcomes when used as a tutor, providing personalised explanations, immediate feedback and additional practice. Students who use AI to clarify concepts after attempting a problem often benefit from the technology.
The challenge lies in determining when AI supports learning and when it substitutes for it.
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