Artificial intelligence (AI) is transforming nearly every corner of society—from the way we work and shop to how we create art and music. Now it’s making its way into classrooms. For many, the idea of AI in the classroom is concerning. As a student who has seen firsthand how tools like ChatGPT and Grammarly are reshaping learning, I believe AI can be a remarkable educational resource—one that benefits both teachers and students—but only if it’s used thoughtfully and ethically.
AI has the potential to make learning more personalized and efficient. For students, AI-driven tools can act like on-demand tutors, offering explanations, practice questions or writing feedback at any time of day. For teachers, AI can take over time-consuming administrative tasks such as grading and lesson planning, freeing them to focus on what matters most: working with students. In an Education Week feature, reporter Lauraine Langreo highlighted how several teachers use AI tools like ChatGPT and MagicSchool.AI to create quizzes, write family newsletters and provide more personalized feedback—helping them save time and reduce burnout (Langreo, 2025).
However, with every innovation comes a new set of challenges. One of the biggest risks of classroom AI is overreliance. If students use AI to do their thinking for them, they risk losing critical skills like problem-solving, creativity and academic integrity. Teachers too must guard against using AI as a replacement for human judgment—a quality no algorithm can replicate.
In an article for the American Psychological Association writer Zara Abrams talks about how psychologists emphasize that while AI can personalize learning and reduce teachers’ workloads, it must be used to “elevate the conditions and the experiences of education for students without sacrificing the human connection” essential for learning. Researchers are also exploring how AI tools affect motivation and social development in students, highlighting the need for educators to teach not only digital skills but also ethical and emotional awareness when using these systems (Abrams, 2025).
There’s also the issue of bias and privacy. AI systems learn from large data sets, which can include biased information and students’ private data. Schools must establish clear policies for transparency, ethical use and digital literacy.
Ultimately, AI in education is neither a threat nor a miracle—it’s a tool. Like a calculator or a search engine, its impact depends on the intentions and understanding of the person using it. When integrated responsibly, AI can empower students to think deeper and teachers to teach smarter. But if misused, it could do the opposite, dulling curiosity and widening inequities.
As classrooms continue to evolve, the question isn’t whether or not AI should be in the classroom—it already is. The real challenge is making sure it serves learning, not replaces it.
Langreo, L. (2025, February 14). ‘I don’t get burnt out as much:’ How these teachers use AI in their daily work. Education Week. https://www.edweek.org/technology/i-dont-get-burnt-out-as-much-how-these-teachers-use-ai-in-their-daily-work/2025/02
Abrams, Z. (2025, January 1). Classrooms are adapting to the use of artificial intelligence. Monitor on Psychology, 56(1), 70–80. American Psychological Association. https://www.apa.org/monitor/2025/01/trends-classrooms-artificial-intelligence
