In Australia, artificial intelligence is becoming a near-universal feature of education.

As of 2025, nearly 80% of university students reported using AI in their studies. Overseas, reports are even higher. This year, a UK survey of undergraduates found 94% were using it to help with assessed work.

This has ushered in widespread concerns about students using AI to cheat on their work and exams. But in a new report with colleague Leslie Loble, we argue there is a far greater risk.

There is a growing body of evidence that suggests using AI can undermine the effort required for sustainable, deep learning. This so-called “cognitive offloading” from human to AI is especially risky for younger students as they are still building their basic knowledge and skills.

The ‘performance paradox’

Our report highlights a phenomenon known as the “performance paradox”. This is where students’ short-term performance on tasks may improve with AI. But their long-term learning is being harmed.

An example of this is seen in a 2025 randomised experiment with high school students in Turkey using an AI assistant (that could tutor them........

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