By Zion P. and Steven S., Box Elder, Montana
Artificial intelligence is rapidly transforming classrooms across North America, sparking debate among educators, parents, and students about whether it enhances or undermines learning. A new report from the Center for Democracy and Technology suggests that while AI has the potential to make teaching more efficient, it also poses significant risks to students’ relationships, privacy, and critical thinking.
The report reveals that 85 percent of teachers and 86 percent of students used AI during the 2024–25 school year. The figures show how quickly technology has become part of daily classroom life. Yet the data also highlight a worrying pattern: half of students said using AI in class makes them feel less connected to their teachers, and many educators fear it is weakening students’ problem-solving and research skills.
Teachers are embracing AI tools for curriculum planning, grading, and professional development, with 69 percent saying AI has improved their teaching and 59 percent reporting that it allows for more personalized learning. For educators juggling large classes or administrative workloads, AI can automate time-consuming tasks and free up hours for lesson planning or one-on-one instruction.
Many teachers say student use of AI is a growing burden. Seventy-one percent reported struggling to determine whether students’ work is authentic. As chatbots become more sophisticated, teachers face the challenge of distinguishing between genuine effort and AI-generated text, raising concerns about plagiarism and academic integrity.
The line between productive and problematic use of AI can be difficult for students to navigate. Many use the technology for tutoring or college guidance, but some rely on it for personal issues such as relationships or mental health advice. Experts caution that AI chatbots are not designed to handle sensitive emotional needs and could provide misleading or harmful responses.
The report also found that 70 percent of teachers worry AI weakens critical-thinking and research abilities, as students may skip the process of gathering and evaluating information themselves. Some teachers have responded by reworking assignments to emphasize reasoning, collaboration, and creativity, skills that AI cannot replicate easily.
Despite the rapid expansion of AI in schools, training for teachers and students has not kept pace. Fewer than half of teachers have received professional development on AI, and only 48 percent of students said their schools provided any guidance on using it safely or effectively.
Among those who did receive training, fewer than one-third learned how AI systems work, how to check outputs for accuracy, or how to use the tools meaningfully. Experts argue that without basic AI literacy, teachers and students risk misusing technology they barely understand.
The report emphasizes that while AI offers opportunities, it should never replace the human connection at the heart of education. Nearly half of teachers and parents said AI use has reduced peer-to-peer interaction and weakened classroom relationships. For many, this loss of community is among the most troubling side effects.
Some educators are experimenting with clear AI-use policies to strike a balance. For example, classrooms may allow AI for brainstorming or grammar checks but prohibit its use for writing essays or solving test questions. Visual guides posted in schools, such as traffic-light charts that show when AI is appropriate, help students make responsible decisions.
In Canada and the U.S., education ministries and school boards are beginning to develop guidelines, but policies vary widely. A few provinces and states now require schools to have official AI-use plans, while others leave it up to local districts. Critics say this inconsistency risks widening inequities between well-resourced and underfunded schools.
Supporters of AI in education argue that banning it altogether would be unrealistic and counterproductive. As major technology companies expand their partnerships with schools and the U.S. government promotes AI advancement as a national priority, educators face mounting pressure to adapt.
As AI becomes as common as calculators and computers once were, the challenge for schools will be maintaining the balance between innovation and integrity. The technology can enhance learning if used responsibly, but without strong ethics and proper oversight, it risks replacing curiosity with convenience.