AI is already 'writing' for schoolchildren: experts warn of the risk of children losing independent thinking

AI has already entered the school reality of Kazakhstan, faster than any rules and regulations. Students are increasingly using neural networks to complete homework, prepare reports, and get quick answers. Teachers and administration are facing a new, contradictory situation where technology both aids learning and creates risks for the development of basic cognitive skills.

Schoolchildren are increasingly shifting to technology what they used to do independently. AI formulates thoughts for them, searches for arguments, and checks facts. As a result, independence of thought decreases, and the completion of assignments is less and less connected to a real understanding of the educational material.

Especially vulnerable are the younger grades. It is at this age that speech, attention, and logic are actively developing, which require regular independent practice. If AI is used instead of independent practice, it begins to replace the processes of thought formation rather than support them.

These conclusions were reached by the authors of the study 'Artificial Intelligence in School Education in Kazakhstan', conducted by the Center for Applied Research 'TALAP'. The study lasted four months and included four consecutive stages. More than 300 people participated in discussions and material collection, representing all participants in the educational process: students, parents, teachers, school directors, education managers, EdTech market companies, and experts.

According to the director of the Center for Applied Research 'TALAP', Rakhim Oshakbaev, the key problem lies not in artificial intelligence itself, but in the lack of clear frameworks for its application in schools. He notes that in many countries, the initial enthusiasm around AI in education has shifted to a risk-oriented approach. New technologies are being implemented gradually and accompanied by assessments of risks and effects on learning.

According to the authors of the report, Kazakhstan today stands at a managerial crossroads. The first scenario involves spontaneous implementation of AI in schools, promoting technological solutions without considering social consequences, and reacting to crises post-factum. The second scenario involves managed transformation, where acceptable boundaries are predetermined, protected pilots are launched, effects are measured, and trust is built through requirements for data, standards, evidence, ethics, and a clearly defined role for teachers.

The authors of the report suggest moving along the second path. This is not about prohibitions, but about a measured implementation of AI with a clearly understood cost of error. The key focus should remain on the formation of basic skills — attention, speech, logic, the ability to argue, and check facts.