Artificial Intelligence in Education: Empowerment or Cognitive Dependency? A Critical Analysis

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This is an unedited manuscript accepted for publication and provided as an Article in Press for early access at the author’s request. The article will undergo copyediting, typesetting, and galley proof review before final publication. Please be aware that errors may be identified during production that could affect the content. All legal disclaimers of the journal apply.

Year : 2026 | Volume : 13 | 03 | Page :
By

Mohammad Areeb Uddin,

  1. Professor, Department of Computer Science and Engineering, School of Engineering Sciences & Technology (SEST), Jamia Hamdard, New Delhi, India

Abstract

Artificial Intelligence (AI) has become an important part of modern education, changing how students learn, practice, and complete academic tasks. AI-based tools such as intelligent tutoring systems and generative models improve personalization, speed, and accessibility of learning. However, growing concerns suggest that excessive dependence on AI may reduce deep cognitive engagement and critical thinking. This paper critically examines whether AI acts as a tool for academic empowerment or leads to cognitive dependency. Based on recent empirical studies, the paper highlights a key paradox: while AI increases perceived efficiency, it does not always guarantee strong conceptual understanding or long-term retention. Using perspectives from Cognitive Load Theory and Self-Regulated Learning, the study analyzes how automation can both support and weaken independent reasoning. The paper argues that AI should function as a supportive academic assistant rather than a replacement for human thinking, emphasizing balanced and ethical integration.

Keywords: Artificial Intelligence, Knowledge Retention, Cognitive Dependency, Hybrid Learning, Educational Technology

How to cite this article: Mohammad Areeb Uddin. Artificial Intelligence in Education: Empowerment or Cognitive Dependency? A Critical Analysis. Journal of Artificial Intelligence Research & Advances. 2026; 13(03):-.
How to cite this URL: Mohammad Areeb Uddin. Artificial Intelligence in Education: Empowerment or Cognitive Dependency? A Critical Analysis. Journal of Artificial Intelligence Research & Advances. 2026; 13(03):-. Available from: https://journals.stmjournals.com/joaira/article=2026/view=258526

References

[1] A. M. Vieriu and G. Petrea, “The impact of artificial intelligence (AI) on students’
academic development,” Education Sciences, vol. 15, no. 3, p. 343, 2025.
[2] S. Saleem, M. U. Aziz, M. J. Iqbal, and S. Abbas, “AI in education: Personalized learning

systems and their impact on student performance and engagement,” The Critical Review of
Social Sciences Studies, vol. 3, no. 1, pp. 2445–2459, 2025.
[3] A. Kundu and T. Bej, “Psychological impacts of AI use on school students: A systematic
scoping review,” SSRN, 2025.

Ahead of Print Subscription Review Article
Volume 13
03
Received 18/04/2026
Accepted 04/08/2026
Published 30/09/2026
Publication Time 165 Days

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