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Main argument:

In high schools, AI is commonly seen for its ability to increase cheating, limit critical thinking, leave teens unprepared for assessments, and misinform with its inaccuracy; however, it can actually benefit schools as long as certain implementations and policies are applied

Points :

1) AI Limits Critical Thinking:

-AI might be harming the growing student mind

-It needs to be used as an enhancer over a human mind replacement

-Over reliance of it erodes critical thinking skills

-The implementation of the ICE Model (ideas, connections between the ideas, extensions) in classrooms could help solve this

2) AI Leaves Students Unprepared for Assessments

-AI can lead to lower understanding of material and lower motivation / amplified laziness

-AI study platforms should be implemented to help students comprehend material in a motivating, efficient, and accessible way

-Teachers are also concerned that students may be using AI to cheat on assessments

-To solve this, teachers could AI-proof assessments by adding humanlike elements to the questions so that AI cannot help as well

3) AI Cannot be Trusted

-AI oftentimes gets its information from pre-existing content without checking for accuracy, leading to potential error

-AI can also be biased or struggle to assess more complex problems, also resulting in inaccuracy

-To solve this, students can fact-check the generated content, combining the power of both the human mind and the technology

-AI can in turn check student work, providing feedback to strengthen writing and research skills in students

Good Pieces of Evidence:

“…not in favor of having all writing done by an AI bot because of the potential impact on long-term memory” (Grose 17)

“what if we viewed AI differently—not as an ultimate source of plausible answers, but as a performative and interpretive tool?” (Hillyer line 14-15)

Dr. Alexa Alice Joubin has suggested the implementation of the ICE Model, as it “shows how student learning develops, starting with understanding foundational ideas, to establishing connections between the ideas, to making novel and creative extensions” (Volante et al. 42)

“surveys conducted by individual institutions have found that approximately 50 percent to 65 percent of both students and faculty have used ChatGPT or one of its commercial competitors” (Baytas et al. 1)

“AI is focused on augmenting humans rather than mimicking them, humans retain the power to insist on a share of the value created” (Brynjolfsson 272)

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Key Points:

AI diminishes students academic integrity (it causes them to cheat and cross moral boundaries).

It is unethical for schools to have inconsistent polices (they need clear and consistent policies for students to follow). A possible solution is having teachers create their own personalized guidelines for each class.

Schools should teach AI literacy so they can understand ethics of AI (students can learn how to ethically use AI and learn from it rather than cheat with it).

Useful Evidence

-“with LLMs [large language models] being able to easily provide detailed writing, they have become a prime tool for cheating in academic settings” and they define LLMs as generative AI (3).

-“75% of faculty members have encountered Gen-AI plagiarism…” (2).

-administrators should “create consistent policies for responsible use of AI…” (15).

-“institutes must clearly define what constitutes academic misconduct… and they must establish clear policies and expectations…” regarding AI (9).

-“teachers and students rarely participate in developing  [AI] policies…yet, they are most directly impacted by them” (2).

- “ethical concerns can be mitigated through structured integration” of AI (3).

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Main argument:

AI’s growing presence in high schools poses serious risks to students’ critical thinking, ethical development, social interactions, and teacher role. AI has the potential to benefit the education system, these benefits can only be recognized if strict regulations and practices aren’t put into use.

AI negatively affects students learning and critical thinking:

Students use AI to find answers rather than engage in learning

Over-reliance on technology, weakens problem-solving

AI weakens social interaction and student-teacher relationships:

Reduces meaningful interaction between students and teachers

Reports on students feeling less connected to teachers

Declining peer-to-peer interaction

Ethical concerns and academic integrity:

Unethical behavior normalized

Students view AI misuse acceptable

Ethical practices weakened

AI may impact teachers jobs.:

Devalue teachers

Preform tasks like grading, planning, and tutoring

Benefits of AI (with conditions)

Personalized learning

Reduce repetitive tasks

Supports struggling students

Benefits will only occur with regulations, oversight, and intentional use

Need for regulation and institutional control:

Regulation: turning point

Without rules: students learning declines, teachers may be replaced, ethical standards eroded

With: AI can enhance learning without replacing humans

Helpful pieces of evidence:

“According to a study, the majority of teens revealed using AI unethically on homework, assignments, or tests (Nagelhout 3). As time passes, the evolution of AI will increase. The study that Nagelhout conducted shows AI is not being used to deepen critical thinking within assignments. In lieu, it is being used to simply find answers, not assist with learning complex topics.”

“Likewise, in education, machine learning is becoming more widespread and has been used for improving curriculum design (Ball et  al. 2019), predicting students’ grades (Livieris et  al. 2019), recommending higher education courses to students (Obeid et al. 2018); and student modeling for intelligent tutoring systems (Conati et al. 2018).”

“Correspondingly, education that is driven by AI gives power to the staff; subsequently, It provides personalized feedback for individual students (Botha et al. 8)”

““The rapid pace of technological advancement, along with the acknowledged potential for job displacement in this field (Zawacki-Richter et al., 2019), point to a pressing need to reconsider the role of teachers” (Botha et al. 8).”

Maybe:

“As a trusted partner to schools, College Board is focused on ensuring that Al enhances student learning rather than short-circuiting it. That begins with giving educators the tools and support they need to navigate this new reality. At the same time, we're committed to helping students build and demonstrate the skills that will matter most for their futures” (Collegeboard, 3). This article indicates that School boards should put regulations on AI, which in turn will decrease the  risk of teachers being replaced.”

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Main ideas:

AI is able to help students learn if it’s regulated via digital literacy, ethical/moral regulations, and critical principles

It impacts students academically whether it be positive or negative, and mentally.

AI cannot replace teachers, but if utilized correctly it can complement their teaching

Even with regulations students must make an active decision to ethically use AI

Negative effects

Can diminish students critical skills and emotional intelligence

AI conveys false information thus causing students to become dependent

Without strict oversight on ethics, developers can program their biases into AI whether intentional or not

Privacy breaches, cheating, and biases

In the absences of accommodations students and teachers will suffer

Positive effects

AI can customize rubric for students

Can do repetitive tasks for teachers such as grading papers

Can be used as a tool to help further understand topics

Evidence

“Over reliance on AI may diminish interpersonal skills and emotional intelligence, leading to isolation and social anxiety” (Kilmova & Pikhart 1).

“personalized learning, mental health support, and improved communication efficiency” (Kilmova & Phikhart 1).

"benefits to strategies for teaching and learning, academic achievement” (Martinez et al., 4)

“AI worked well in providing students with feedback. AI-powered assessments can effectively assess students' learning” (Liang et al., 8)

“The authors reflect on the need to validate or oversee the process where AI is employed, AI can be very persuasive in its presentation, but can convey false information” (Martinez et al., 5).

“Over-reliance on AI for communication, may reduce face-to-face social interactions, negatively impacting interpersonal skills and emotional intelligence” (Kilmova and Pikhart 3).

“ AI could support staff in curriculum, instruction, and assessment, by reducing their logistical workloads” (Liang et al., 5).

AI should not replace the formative process of critical reading or reflective writing, but rather complement pedagogical strategies” (Baldrich et al., 2).

“these findings provide fruitful insights in the use of AI in higher education, e.g. increasing AI literacy among faculty” (Mah et al. 10)

“the need to address ethics, the risks for plagiarism, and the lack of transparency when using AI” (Margarita et al., 4)

“Educators are transitioning from the role of knowledge transmitters to mediators, supervisors” (Buele et al., 6).

“Studies noted the lack of clear regulations governing the use of AI in teaching” (Buele et al., 4).

“AI raises concerns regarding digital fatigue, loneliness, technostress, and reduced face-to-face interactions” (Kilmova and Pikhart 1)

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Main Argument:

School can find a way to address the use of AI to cheat while considering workload and future impacts by monitoring students, addressing the urgency of academic integrity, and being able to detect AI.

Negative claims:

When students use AI, they are not helping their knowledge grow.

If students keep relying on AI, they will not be able to coordinate in life because they heavily rely on other resources to work.

Positive claims:

AI is not meant to be used as an easy way to get out of an assignment, but to assist in something that may not be understood.

AI can be used as a way to learn from mistakes from feedback that is given from a student’s assignment.

Monitoring Students:

Watching students do their work so there is a less likely hood of using AI to do work. AI can also be used to assist instead of using it to do work entirely.

“Some systems provide error specific feedback to help a student learn from their mistake” (Murphy 5).

“ monitors student laptops from his desktop, using software that lets him ‘lock down’ their screen or block access to certain” (Associated Press 2025).

Urgency Of Academic Integrity:

Using Ai to do ones work does not help you learn and gain knowledge. It is urgent to be honest with your academic.

“ there remains a notable lack of educational interventions aimed at elevating how such knowledge can be developed” (Drydakis 2).

“Cannot encompass all elements of moral considerations” (antebi 2).

Ability to detect AI:

Schools can find ways to detect Ai and put a stop into students using them. This ensures that ai cannot be used to do work and used for better educational purposes,

“Schools have considered putting significant amount of money in AI detection softwares.” (Spector 6).

“the abilty to create and disseminate false information through AI exceeds the abilty of AI tools to identify such information” (Antebi 2).

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1. AI literacy-teaching students how to use AI ethically and how to use it properly.

2. Regulations- redirecting students use of AI to assist them instead of doing work entirely.

3. Institution AI polices- establishing clear polices on the use of AI and installing AI checkers like turn it in to be able to find AI