Impact of AI on teaching and learning
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See alsoIntroductionArtificial intelligence (AI) presents both opportunities and challenges in teaching and learning at all educational levels. In libraries, and within library instruction specifically, AI introduces a range of ethical and pedagogical issues (and conflict) for many librarians. What are we, as librarians, hoping to teach our users about AI? What, if anything do we want our library user communities to learn about its conflicts with intellectual property values, equity, diversity and inclusion issues as well as environmental issues and climate justice? And that's just a start! On the positive side, studies reveal that teachers are using AI to address student needs, educational levels, pacing, and learning styles. ChatGPT by OpenAI can break down complex topics such as calculus or Shakespeare into simpler bits (or chunks) and provide practice problems suited to a student’s skill level. Though not a chatbot, Siri showed the potential of conversational AI by understanding and responding to voice commands. GenAI tools can provide instant feedback and support to students, and answer questions in real-time, offering clarifications or alternative perspectives 24/7, which may be helpful for students without access to tutors or teachers outside class hours. Further, AI has the ability to summarize information, suggest resources, and generate ideas for projects; students are able to explore topics deeply and efficiently with the assistance of AI. Students are using AI for coding, writing drafts, or brainstorming; for some teachers, AI fosters new student skills and ways of thinking due to prompt engineering, critical evaluation of AI outputs, and creative problem-solving. AI can assist students with disabilities by generating audio descriptions, simplifying texts, or translating content, making learning more inclusive. Does AI pedagogy exist?Pedagogy is commonly defined as “the art or science of teaching.” Although its etymological roots lie in the Greek paidagōgeō—“to lead children”—and the Latin pedagogue, the term has long since expanded beyond its origins. In 2026, discussions of AI-related pedagogy encompass a broad range of considerations, including instructors’ beliefs and perspectives on AI, ethical issues such as intellectual property, and the relationship between book culture and learning. These discussions also address instructional strategies for responding to AI’s limitations, uncertainties, and inflated expectations. As library and information professionals know, pedagogy is not confined to teaching techniques, learning outcomes, or information technologies. Approaches to AI in teaching are shaped by philosophical orientations, attitudes toward emerging tools, and institutional and cultural contexts. Friesen and Su (2023) argue that pedagogical philosophy involves ethically informed practices embedded in specific cultural settings and shaped by the dynamic relationship between teachers and learners. Teaching is a discipline in its own right, and librarians continually adapt to technological change—including artificial intelligence—whether enthusiastically or critically. A critical stance toward technology remains central to librarianship. Note: it remains to be seen whether AI pedagogies even exist at this point. That said, see the AI Pedagogy Project @ Harvard. Negative impactsSome students use AI tools to complete assignments—such as writing essays or solving mathematical problems—thereby bypassing the cognitive effort required to develop critical thinking, problem-solving, and original analysis. The circumvention of learning through AI undermines what Vygotsky described as "the zone of proximal development", with potentially serious consequences for some learners. A University of Georgia study (2023) found that excessive reliance on chatbots weakens students’ writing and reasoning skills. AI systems can generate inaccurate, incomplete, or biased outputs, which may mislead learners. Without explicit guidance, students accept outputs as authoritative, particularly when they lack the skills to evaluate or verify information. ChatGPT, for instance, has been shown to produce plausible yet incorrect historical or scientific claims. Research suggests increased access to AI-generated content is associated with higher rates of plagiarism. Although tools such as Turnitin have been adapted to detect AI-assisted writing, widespread use of generative AI risks undermining academic integrity and assessment practices. In a 2024 survey, 54% of students reported using AI tools for coursework without appropriate attribution. For some learners, reliance on AI may also reduce meaningful engagement with peers and instructors—interactions that are central to intellectual development, collaborative learning, and the cultivation of communication skills. Finally, while AI is often framed as a means of democratizing education, access to reliable internet connectivity and appropriate devices remains uneven. As a result, AI may exacerbate rather than reduce existing educational inequities. AI is not a panacea for teaching and learning, and the evidence suggests that many educators—including librarians—approach its classroom use with caution, raising concerns about uncritical or indiscriminate implementation. PresentationDean's note: If you have time, listen to this 1-hour program "Educating Kids in the Age of A.I." hosted by Ezra Klein (well worth it!). Pedagogical approachesEl Fathi et al (2025) revealed ChatGPT’s potential to enhance STEM education within inquiry-based, constructivist learning environments, but the research is still in its early days so we cannot generalize beyond the studied cohort. In other studies, teachers are integrating AI as a tool, not a replacement, by designing assignments that require original thought (e.g., personal reflections or AI critique) or teaching students to use AI ethically. Some school librarians focus on teaching critical thinking, source evaluation, and ethical AI use to prepare students for an AI-driven world. All educational institutions need clear guidelines on AI use and training for both students and educators to maximize benefits and minimize myriad ethical concerns. Approaches can be integrated into artificial intelligence (AI) literacy for librarians. Evidence from a 2024 UNESCO study highlighted that generative AI can improve learning outcomes in STEM subjects when used as a guided tutoring tool, but only with structured oversight. Wharton and MIT studies warn of "harm to learning" without safeguards, echoing educator concerns on platforms like X about dependency and unoriginality. Surveys and RCTs from 2024-2025 show mixed sentiments: enthusiasm for productivity gains but worries over long-term cognitive effects, with calls for adaptation in curricula. References
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