The growing use of artificial intelligence in education does not necessarily halt the advancement of knowledge — but it transforms how we approach, generate, and validate it. The real risk lies not in AI’s capabilities, but in how we choose to use them.

AI models, especially large language models, are primarily trained to reproduce patterns from existing data. This means that, left unchecked, they tend to amplify the known rather than discover the unknown. When used passively — to “churn out” answers or summarize literature — AI risks promoting intellectual complacency, where students and researchers settle for convenient responses instead of pushing the boundaries of thought.

However, when integrated critically, AI can become a catalyst for new inquiry. It allows us to process complex datasets, simulate scenarios, explore multidisciplinary links, and test hypotheses at speeds and scales previously unimaginable. In this sense, AI becomes a tool for epistemic expansion, not limitation — provided that human curiosity, skepticism, and creativity remain central.

The key lies in rethinking education not as the passive absorption of knowledge, but as a dynamic process of problem-posing, dialogue, and critique — with AI as a partner in this process, not a replacement. For instance, students might use AI not to write essays, but to challenge their own drafts, test counterarguments, or explore gaps in reasoning. Researchers might use generative models to identify underexplored connections across disciplines or to stress-test emerging theories.

In short, reliance on AI becomes dangerous only when it replaces critical thinking. But if we structure our educational systems to teach how to use AI reflectively — not just what it can do — then the frontiers of knowledge will not halt. They will shift, accelerate, and deepen in entirely new directions.

Dear Oyovwe Akajagbor ,

With the continuous intervention of AI tools in the education sector, new research is required to evaluate the viability and feasibility of extant AI platforms to inform various pedagogical methods of instruction. The current manuscript explores the cumulative published literature to date in order to evaluate the key challenges that influence the implications of adopting AI models in the Education Sector. The researchers' present works both in favour and against AI-based applications within the Academic milieu. A total of 69 articles from a 618-article population was selected from diverse academic journals between 2018 and 2023. After a careful review of selected articles, the manuscript presents a classification structure based on five distinct dimensions: user, operational, environmental, technological, and ethical challenges.

Article The effects of artificial intelligence applications in educa...

Regards,

Shafagat

During the training, it is important to take into account the reactions of both the teacher and the student. From this point of view, AI cannot replace learning technology, or make it completely without a teacher. A living teacher can react outside the box in non-standard conditions. In terms of selecting training materials and checking assignments, there are no restrictions on the use of AI.