The Erosion of Core Skills in the Face of the Adoption of Artificial Intelligence in Higher Education: A Critical Reflection
DOI:
https://doi.org/10.34630/tth.v6i1.7277Keywords:
Artificial Intelligence, Higher Education, Cognitive Development, Cognitive Substitution, Academic Integrity, Critical ThinkingAbstract
This article examines the dual nature of the impact of Artificial Intelligence on higher education, seeking to understand whether it enhances or undermines student development. On the one hand, AI offers added value by streamlining tasks and promoting critical thinking through personalised support. However, according to Carr (2010), there is a real risk of ‘cognitive substitution’ and dependency if intellectual effort is neglected, undermining academic integrity and autonomy, a risk exacerbated by the ‘hallucinations’ (Ji et al, 2023). It can be concluded that the impact of AI is not solely about the technology itself, but rather how students use it. The key to the effective use of these tools lies in changing assessment methods, focusing on critical and ethical reflection, to ensure that the student’s education and development are not compromised as a future professional.
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