The rapid development of artificial intelligence (AI) is profoundly changing the way students learn, especially at the high school level – where they begin to form independent thinking and career orientation. AI offers many clear benefits such as assisting in information retrieval, personalizing learning content, and improving the speed and effectiveness of task completion. However, alongside these benefits is the increasing risk of AI misuse, posing significant challenges to the quality of education and the genuine development of learners' capabilities.
CONTROL OF AI USAGE IN
STUDY OF STUDENTS
The crux of the issue lies in the gap between the increasing convenience of AI tools and the self-learning and critical thinking abilities of students—skills that are still in the process of formation and development. When AI can quickly generate essays, solve problems, or provide answers that "seem correct," students can easily shift from an active role to a passive one, using AI as a substitute for thinking rather than as a tool to support thinking. Without appropriate oversight, the learning process risks being reduced to the behavior of "copying - editing - submitting," which undermines the analytical, creative, and self-responsibility capabilities of learners.
In this context, a complete ban on AI in education is not a viable solution, as AI has become and will continue to be an integral part of learning and work in the future. Conversely, allowing the unrestricted use of AI, without guidance and oversight, also poses many risks related to academic ethics, cheating, technological dependence, and cognitive bias. This highlights the urgent need to establish a flexible, responsible AI control mechanism in education that centers on the learner.
From that perspective, AI tools that support the control of AI usage in learning are being considered as a potential solution to help regulate learners' technology usage behavior. These tools are not intended for "monitoring" or "punishing" students, but serve as an educational support system, helping to document the learning process with AI: what questions students have asked, the level of support provided by AI, which parts are the students' own thinking, and how they evaluate and revise the results suggested by AI. Through this, teachers have a basis for assessing actual competencies, while students are guided to use AI in a transparent and responsible manner.
However, the implementation of AI control tools in learning is received by stakeholders in different ways. Teachers may embrace the tools as a solution to support classroom management and fairer assessment, but at the same time, they are concerned about the workload and the need for new skills. Students may see this as a restriction on freedom, but they can also recognize the value of real learning and real work if communicated and guided properly. Parents often expect these tools to help limit cheating and technology dependence, but they are also concerned about privacy and personal data issues. For schools and regulatory agencies, the challenge is how to balance technological innovation, management efficiency, and educational ethical principles.
Therefore, the important insight does not lie in whether AI should be controlled or not, but in the question of how to control it in a way that does not stifle the motivation to learn, while still protecting the core values of education. Controlling AI in learning should be understood as a process of guiding usage behavior, establishing norms, and enhancing awareness and responsibility among learners, rather than imposing rigid technical barriers.
From a research and policy perspective, this requires a comprehensive approach: combining AI control tools, clear academic regulations, teacher training, AI ethics education for students, and stakeholder consensus. Only then can AI truly become a tool to enhance the quality of learning, rather than a factor that undermines the critical thinking skills and academic integrity of the younger generation.