Technology has made finding answers easier than ever, but is it equally developing students' ability to think, understand, and solve problems independently? The growing use of AI in homework calls for a fresh debate about the purpose of teaching and learning.
A student has been assigned homework to submit at school the following day. He opens his textbook, reads the question, and begins searching for an answer. A few moments later, he finds one, not in a book, but in an AI chat window. He types the question and receives a detailed response within seconds. He copies the answer into his notebook. The homework is complete, and there is no problem submitting it to the teacher. But one question remains: What has the student actually learned from completing that assignment?
Until a few years ago, doing homework meant turning the pages of textbooks, searching for information in libraries, recalling lessons taught by teachers, discussing ideas with parents or friends, and preparing answers in one's own words. Through this process, students developed not only subject knowledge but also the ability to search, understand, think, and communicate. Today, artificial intelligence (AI) tools have significantly shortened this process. Answers to questions, essays, summaries, mathematical solutions, translations, and even preliminary project outlines can be generated within seconds. While this saves students time, it also raises a serious question about learning: Are completing a task and completing the learning process really the same thing?
The arrival of AI in education should not be viewed solely as a problem or a challenge. When used appropriately, it can serve as a valuable learning assistant. It can explain difficult subjects in simpler language, present complex concepts through examples, demonstrate different steps in mathematical solutions, and help students improve their language skills. For students who want to understand the same topic in different ways, AI can provide an additional learning resource. It can also offer initial guidance when a teacher is not immediately available.
In 2024, researchers Zachary A. Pardos and Shreya Bhandari from the University of California, Berkeley, studied the role of AI in mathematics learning. Their research suggested that hints and step-by-step assistance provided by AI could help students solve mathematical problems and develop certain skills. However, the study also identified quality-related problems in some AI-generated responses. This highlights an important point: AI can be a useful assistant, but there is no guarantee that every answer it provides is accurate or reliable.
The problem begins when students start treating AI not as a learning tool but as a substitute for their own efforts. Copying an answer without understanding the question, submitting an AI-generated essay without thinking about the subject, or writing the final answer to a mathematical problem without understanding the steps may complete the homework, but it does little to develop a student's independent abilities. Instead, students may lose valuable opportunities to engage with difficult questions, learn from mistakes, and discover solutions on their own.
One of the most important purposes of education is not simply to provide students with ready-made answers but to enable them to find their own way towards those answers. Developing curiosity, comparing available information, reasoning, questioning assumptions, and reaching conclusions are fundamental parts of learning. When AI performs all these tasks, students may obtain ready-made answers but gradually move away from the intellectual effort involved in constructing them. This can create a gap between immediate academic performance and long-term learning.
A study published in 2025 in the Proceedings of the National Academy of Sciences also raised important questions about this issue. The research compared the effects of a general AI chatbot with those of an AI tutor specifically designed to prioritise learning among secondary-level students. Although students showed improved performance during practice with the assistance of a general chatbot, their independent performance could weaken when that assistance was removed. However, an AI tutor designed to encourage students to find solutions independently helped reduce this problem. The findings suggest that what matters is not simply whether AI is used, but how it is used.
There is another side to this issue. Information provided by AI is not always accurate, complete, or appropriate to the context. Sometimes, it produces incorrect facts, references to books or research that do not exist, and unverified details presented in a convincing manner. Students who use such material without checking it risk developing a misunderstanding of the subject. In disciplines such as history, literature, sociology, and contemporary affairs, a single question may have several valid perspectives. Treating an AI-generated response as the ultimate truth can weaken a student's ability to develop an independent point of view.
Access to technology is another important concern. Not all students have equal access to reliable internet connections, digital devices, and AI services. Many schools may also lack adequate infrastructure and teacher training for the effective use of digital technology. Although AI can expand learning opportunities, unequal access and a lack of proper guidance may widen existing educational inequalities.
In 2023, the United Nations Educational, Scientific and Cultural Organization (UNESCO) published guidance on generative AI in education and research. It emphasised a human-centred approach, student privacy, age-appropriate use, ethical considerations, and equal access. Its central message was that technology should not be placed above the fundamental objectives of education. AI should support teaching and learning rather than replace the active roles of teachers and students.
This also calls for changes in the way homework is designed and evaluated. Instead of simply asking students to write answers and submit them, teachers can encourage them to explain how they developed their responses, which sources they consulted, what they understood, and what questions remain unanswered. For example, when assigning an essay, teachers can ask students to include their own ideas, arguments, and conclusions rather than submitting material generated entirely with AI. Classroom discussions, oral questions, and opportunities for students to explain concepts in their own words can also help teachers assess whether genuine learning has taken place.
An analysis of the OECD's 2025 PISA findings also highlights the complex relationship between students' use of AI and academic achievement. Using AI as a general learning assistant is not the same as relying on it to complete specific homework assignments. Alongside access to technology, students need the ability to evaluate the quality of information and analyse it critically. This demonstrates that access to technology alone is not enough; students must also develop the ability to use it wisely.
Students, too, need to establish their own limits and methods for using AI. Before starting an assignment, they should try to understand the question and find an initial answer independently. Rather than directly asking AI to provide a complete answer to an unfamiliar topic, they can ask it to explain the subject in simpler language, provide examples, or demonstrate a solution step by step. AI-generated information should be compared with textbooks, materials provided by teachers, and other reliable sources. Students should then prepare their responses based on their own understanding. In this way, AI does not replace independent thinking but helps make the learning process clearer and more organised.
Parents should also view AI use not merely as something to control or prohibit, but as an opportunity to teach responsible digital behaviour. When they discover that their children have used AI for homework, they can discuss what the tool helped them learn, whether they understood the answers themselves, and how they checked the accuracy of the information. Schools should also establish clear guidelines on AI use and educate students about privacy, source verification, and academic integrity. Students must understand that personal details and sensitive information should never be shared with public AI tools.
The use of AI in workplaces and employment opportunities is likely to expand further in the coming years. Therefore, keeping students away from AI is not the solution. Preparing them to use technology appropriately, verify the information it provides, and challenge it when necessary is an important responsibility of modern education. However, knowing how to operate technology and becoming dependent on it are two different things. Alongside AI-related skills, future success will require creative thinking, problem-solving, communication, decision-making, and a strong foundation of independent knowledge.
Ultimately, the purpose of homework is not simply to fill notebook pages or submit answers to teachers. What matters more is whether students understand the subject, develop their own ideas, and can apply what they have learned in new situations. AI can make homework easier, save time, and open new doors to learning. However, it cannot replace a student's curiosity, effort, judgment, or original thinking. Students can certainly learn from AI-generated answers, but only when they make the effort to understand, verify, and transform that information into their own knowledge.
Therefore, the central question today is not whether AI can do students' homework, but how much students actually learn when they use it. The real challenge and opportunity for modern education lie in teaching students to use technology not as a substitute for their thinking, but as a tool to broaden and strengthen it.